Abstract
The integration of ICT (information communication technology) plays a significant role in improving the quality of education. However, it’s effective implementation in underdeveloped city of Pakistan such as Larkana is under-explored. The study aimed to explore the perception of teacher educators about ICT and its integration in different subjects, examine the view of prospective teachers regarding the ICT integration skills and to understand the challenges faced by GECEs Larkana in implementation the objectives of NPSTP standard 7. The study adopted qualitative research design, interpretivist Paradigm, inductive approach and phenomenological research strategy. Data was collected through semi structural interviews from four teacher educators and four prospective teachers. Data was analysed manually using Braun and Clarke (2006) framework of thematic analysis. The analysis revealed five major themes name as perception and significance of ICT in teacher education, practices of ICT integration in teaching and learning, institutional support and resources challenges in effective ICT integration and policy and professional development. The finding identified that Teacher educators showed positive perspectives towards ICT and its integration in different subjects, prospective teachers demonstrated awareness of the significance of ICT for future teachers but identified significant gaps in their advanced ICT integration skills. However major challenge such as electricity disruption, connectivity issues and attitudinal resistance towards ICT among older teachers limit the implementation of ICT. The study concluded that GECEs have basic knowledge of ICT but its implementation is limited to content delivery. There is still need of trainings, better infrastructure and addressing the policy barriers for effective integration of ICT. The finding is discussed under the light of TPACK framework develop by Mishra and Koehler (2006).