This paper reports on the investigation of 15 pre-service teachers' information and communication technology (ICT) adoption during teaching practicums at seven preschool settings. Surveys, classroom observations, interviews, and teaching resources were analyzed to examine the extent to which technologies were applied. In addition to defining eight specific categories of ICT-related pedagogical strategies, this study provides evidence that pre-service teachers generally use ICT more for teacher-directed activity than for teacher-guided or children-initiated activities. Pre-service teachers working within preschools that allocated higher levels of teacher authority in the curriculum decision-making process and provided a rich ICT environment reported using ICT more often in classroom learning activities.
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