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This paper describes a method that utilized technology to collect and collate quantitative and qualitative data about pre-service teachers&#x0027; use of networked technologies during a 12-week undergraduate course, and the impact of this use on their pedagogical beliefs regarding the integration of information and communications technology (ICT). The technologies used captured and analysed students&#x0027; spoken and written communication while engaging in four synchronous online tasks, and also collected evaluation data from online interviews, surveys and diaries. The richness of data afforded by this ICT-enabled method enabled the research to produce a rich narrative of how the students used the technology and provided evidence of a change in pre-service teachers&#x0027; pedagogical beliefs during the course

research in learning technology

An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers’ pedagogical beliefs regarding the integration of ICT