Conceptualisations of power in ICT integartion within Zimbawe's pre-service teacher education

The integration of technology in pre-service teacher education curriculum has become a global imperative, leading institution of teacher education to rethink their curriculum. However, there are various dynamics challenging its effective and efficient implementation. Research has shown that the unavailability of technology tools, lack of skills and the digital divide are among the major challenges affecting the integration of technology in teaching and learning. Apart from these challenges, it is critical that we view the challenges of ICT integration in pre-service teacher education from the perspective of power dynamics. Using Foucault’s concept of power/knowledge, this paper conceptualises how the relationship between power and knowledge/skills negatively impacts and limits the possibilities for technology integration into the pre-service teacher education curriculum. The author uses data collected through four focus group discussions comprising of 36 pre-service teachers in total and interviews with eight teacher educators to frame this conceptualisation of power. Regardless of existing and known challenges, there are underlying challenges related to power that need to be addressed. There are cases where lack of resources and policy directives are viewed from the point of ‘dominance display’ rather than the need to transform educational practice. While power is important in shaping structures and processes, it can also be limiting depending on how it is perceived. Embedding technology within the pre-service teacher curriculum in order to develop teachers who possess digital pedagogy skills and a digital culture aligned to technology-driven education can be improved through the dismantling of various power dynamics. In this paper, I argue that challenges to the development of digital pedagogies in pre-service teacher education curriculum are a question of contentions of power.