1、000S638k』L^▲’j，AbstractTheinfusionofinformationandcommunicationtechnologies(ICTs)intotheteachingandlearningprocessischangingthewayinstructorsteachandstudentslearnItprovidespowerfultoolsforaccessing，storinganddisseminatin

2、ginformationandreshapingthedeliverymethodologyofoureducationalcontentT11ispaperdiscussestheuseofICTsinteachereducationinstitutebystudent。teachersandinstructorsTheinvestigationfollowedamixedmethodapproachthatwasmoreevalua

3、tiveandasonecasewasinvestigateditwasacasestudyThemixedmethodapproachstrategythatwasusedinthisstudyfollowsasequentialexplanatorystrategyThisstrategyemploysbothquantitativeandqualitativeapproaches；characterizedbythecollect

4、ionandanalysisofquantitativedatafollowedbythecollectionandanalysisofqualitativedataPrioritytypicallyisgiventothequantitativedata，withthetwomethodsbeingintegratedduringtheinterpretationphaseofthestudyPurposeofthisstrategy

5、istousequalitativeresultstoassistinexplainingandinterpretingthefindingsofaprimarilyquantitativestudy(Creswell，2003)Usingthemultistagerandomsamplingtechnique，180student—teachersand26instructorswereselectedfromsixschoolsof

6、NortheastNormalUniversity(NENU)Themajorityofthestudent—teachershadreceivedtraininginICTsandtheypossessedthethreekeyelementsforintegratingtechnologyintoteachingandlearning：thewill(attitude)，skill(technologycompetency)，and

7、technologytools(accesstotechnology)HoweveritwasfoundfromthestudythatthesewerenotenoughforstudentteacherstointegrateICTintotheirfutureclassroomsInordertouseandintegrateICTintheirfutureclassrooms，thestudentsneedtherolemode

8、lbytheirlecturersAsdemonstratedbythisstudy，mostoftheinstructorsuselessadvancedtechnologiesthanthosepresentlyavailableinschoolstopreparefutureteachersandtobringaboutpositivechangesintheschoolsystem，includinginthetechnolog