Abstract

• This study aims to investigate the relationship of teacher educators’ perceptions on information and communication technology (ICT) use with the integration of ICT into their teaching practices in Education Degree Colleges. The study was employed with the descriptive, survey research design. A sample of (217) teacher educators from four Education Degree Colleges was involved. Simple random sampling method was used. The questionnaires were involved teacher educators’ perceptions on ICT use that were comprised of four categories with 40 Likert-type items from basis of the questionnaires of Gebremedhin and Fenta (2015) and Mahdum, Hadriana and Safriyanti (2019), 30 Likert-type items of teaching practices from basis of the questionnaires of Aslan and Zhu (2018) and European Schoolnet (2013) and demographic data. The quantitative data was analyzed by using descriptive statistics, inferential statistics such as independent samples t test, one-way (ANOVA) and Pearson product-moment correlation. This study indicated that teacher educators have positive perceptions towards ICT use and there was no significant difference between the perceptions of teacher educators towards ICT in terms of gender and in terms of ICT training. And, there was a significant difference between overall perceptions and teaching practices in terms of Education Degree College. Moreover, there was a positively high correlation between perceptions of teacher educators towards the use of ICT and their integration of ICT into teaching practices. Thus, teacher educators should apply ICT related techniques and resource materials to integrate their teaching process.