Assessment of Student Teachers’ ICT Knowledge and Its Relationship to ICT Integration in Teacher Education: A Study in Paschim Medinipur District

Abstract

This study examines the Information and Communication Technology (ICT) knowledge of student teachers and its relationship with the level of ICT integration within teacher education institutions in Paschim Medinipur district, West Bengal. The objectives were to assess student teachers' ICT proficiency, evaluate the extent of ICT integration in their training institutions, and determine the correlation between these two variables. Employing a descriptive survey design, data were collected from 150 student teachers across six teacher education colleges using structured questionnaires and institutional observation checklists. Descriptive analysis revealed a mean ICT knowledge score of 68.12 (on a scale of 20-100), indicating moderate competency with notable variation (SD = 14.20). ICT integration was most evident in basic infrastructure like computer labs (83.3%), but weaker in advanced pedagogical applications such as smart classrooms (33.3%) and institutional digital policy (33.3%). A Chi-square test of independence yielded a statistically significant result (χ² = 8.24, p = 0.016), confirming a relationship between higher institutional ICT integration and greater ICT knowledge among student teachers. The findings underscore the role of institutional support in developing digital competency. Recommendations include strategic investment in advanced ICT infrastructure, mandatory hands-on pedagogical training, and sustained professional development for faculty to foster comprehensive digital readiness in teacher education.