Abstract
The Fourth Industrial Revolution (4IR) has necessitated a shift in how teaching and learning occur. Teachers require specialised knowledge and skills to incorporate Information and Communication Technology (ICT) into their teaching in this rapidly changing, technology-driven world. In the context of the Fourth Industrial Revolution (4IR), this is referred to as Education 4.0, which involves utilising technology to educate in the Fourth Industrial Revolution. Practising teachers are not adequately trained to teach with technology. A similar lack of preparedness is evident among pre-service teachers, which raises concerns about the effectiveness of the courses designed to equip them with these essential skills. Furthermore, insufficient research exists exploring the effectiveness of ICT integration courses in training pre-service teachers to meet the needs of Education 4.0 by incorporating technology, while also providing quality education that meets the standards of Sustainable Development Goal (SDG4). This study explored the effectiveness of an ICT integration course for third-year pre-service teachers in the Intermediate Phase. The technology integration course covered topics such as constructionism, digital literacy and fluency, and educational resource design. Data collected through document analysis, observations, and interviews were analysed using the constant comparative method. The Technological, Pedagogical, Content Knowledge (TPACK) framework was used to frame the study. Findings reveal that pre-service teachers developed technological knowledge, as the course provided opportunities to enhance their ICT skills, and helped them overcome the challenges that resulted from their limited prior knowledge of ICT. Furthermore, their TPACK was improved through the course, which provided practical experience that enabled them to be prepared to integrate ICT into their teaching. Lastly, students demonstrated an ability to apply the knowledge they acquired in the course when planning learning experiences for the Intermediate Phase. The implications of this study are that initial teacher education courses should prepare pre-service teachers to teach in a technology-driven world by equipping them with the knowledge and skills necessary for successful ICT integration in the classroom. This would go a long way in meeting quality education standards and the demand of Education 4.0.