Article Abstract

The synergy of Information and Communication Technology (ICT) with teacher education has predominantly emerged as a transformative ally in developing pedagogical practices and improving learning outcomes. In states like Odisha, where educational disparities and infrastructural challenges exist, ICT can play a vital role in modernizing the education system and ensuring equitable access to education. This study examines the integration of ICT within teacher education programmes, focusing on teacher trainees\' access to resources, digital competencies, and pedagogical practices. Findings reveal inconsistent access to ICT infrastructure, with many trainees reporting only occasional use of essential tools such as personal computers and interactive whiteboards. While basic ICT tools, including multimedia and email, are frequently utilized, engagement with advanced applications—such as video conferencing and collaborative platforms—remains notably limited. A significant disparity in digital competencies among trainees further underscores the need for training programmes that prioritize pedagogical application over mere operational proficiency. The study also identifies major barriers to effective ICT integration, including inadequate infrastructure, insufficient technical support, and time constraints. Teacher trainees express the need for enhanced access to quality equipment and structured pedagogical training to facilitate meaningful technology use. In conclusion, this research highlights the urgent need for teacher education institutions to address infrastructural, policy, and professional development challenges in order to prepare future educators for the demands of digitally enriched learning environments. Strengthening ICT integration will ultimately contribute to improving the overall quality and relevance of education.
Keywords: Information and Communication Technology (ICT), Teacher Education, Teacher Trainees