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Quantitative and qualitative approaches were used, drawing data from questionnaires with 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers, plus interviews with smaller samples of each group. 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The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be more beneficial in practice.  \nKey words: pre-service teacher education, ICT related courses, technology integration, effectiveness of ICT related courses  \nIntroduction  \nIn the early days of educational computing, dating roughly from the launch of Sputnik in 1957 to the advent of personal computers, teacher education programs addressed professional development needs for technology through inservice training programs. In 1983, when the report, A Nation at Risk, recommended that students be required to take a high school computer course, it was still unusual for a  \nYuksel Goktas, Assistant professor at the Department of Computer Education & Instructional Technology, Ataturk University, Turkey; Zahide Yildirim, Associate professor at the Department of Computer Education & Instructional Technology, Middle East Technical University, Turkey; Soner Yildirim, Associate professor at the Department of Computer Education & Instructional Technology, Middle East Technical University, Turkey.  \nCorrespondence concerning this article should be addressed to Yuksel Goktas, Department of Computer Education & Instructional Technology, Ataturk University, 25240 Erzurum, [Turkey. e-mail: yukselgoktas@atauni.edu.tr](Turkey. e-mail: yukselgoktas@atauni.edu.tr)  \npre-service program to offer ICT training for new teachers (ISTE, 1999) .  \nAccording to Yildirim (2000), ever since the advent of information and communication technologies (ICT), teacher education programs have struggled with the question of“how to teach” in order to enhance human potential and improve teaching with available technologies. Likewise, teacher education programs have also struggled with the question of “how to prepare prospective teachers.” It is crucial for teachers to have appropriate ICT training during their pre-service education if they are to meet their students’needs in an information society.  \nAccording to Brand (1998),“if students are going to be prepared for a technological society, they must be taught by confident and competent teachers. This can only be done by adequate training and development of teachers” (p. 13) . Similarly, Adelsberger, Collis, and Pawlowski (2002), and Yildirim (2000) recommended that the best way to encourage teachers to use ICT in the classroom was to increase the level of competency. This can be achieved  \nTeacher Education  \nthrough appropriate training by providing ICT related courses that are designed according to the individual’s competency level. By training prospective teachers to use ICT, it is expected that they will transfer the knowledge and the skills to their future classrooms (Brush, Igoe, Brinkerhoff, Glazewski, Ku, & Smith, 2001; Collis, 1996) .  \nWith the above mentioned consequences, many action plans were adopted at the national and international levels, and considerable investment was made for ICT in teacher education. Most teacher education programs h","cbCaiaFkJdXFT0SZ","https://ap.wps.com/l/cbCaiaFkJdXFT0SZ","pdf",88251,12,"English","# Introduction\n## Teacher education and ICT training history\n## Research approach and participants\n## Findings and improvement recommendations","[{\"question\":\"What does the study investigate about ICT related courses?\",\"answer\":\"It investigates opinions of teacher educators, prospective teachers, and K-12 teachers on the effectiveness of ICT related courses and how to improve those courses in Turkey’s pre-service teacher education programs.\"},{\"question\":\"How were data collected in the study?\",\"answer\":\"Data were collected through questionnaires involving 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers, and through interviews with 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers.\"},{\"question\":\"What is the main conclusion about the effectiveness of these courses?\",\"answer\":\"A majority of participants felt the ICT related courses were effective, but most recommended redesigning them to make them more beneficial in practice.\"}]","A Review of ICT Related Courses in Pre-service Teacher Education Programs | PDF",1792074115]