Universidad Veracruzana

The integration of ICT into teacher education programs seems necessary to satisfy the learning necessities that the new generations of students require since today’s learners think and process information differently, as natives to the digital world (Prensky, 2001:1). Boss (2011, p. 1) claims “The new generations are already active users of technology outside of school. The challenge is leveraging the opportunities technology creates to prepare learners for a globally connected, information-saturated world”. This poses a challenge to educators because “… we must prepare our students for their future …” (Marcinek, 2014, p. 2). Technology and education could have a fantastic relation if it is used in a proper way (Saxena, 2013). Despite this, little is known about whether and how the main educational actors in Mexican teacher education programmes make use of such technologies. This study addresses these two questions.