bstractThis study presents an analysis of a research survey conducted to determine the competencies of trainee teachers in using common ICT tools and software in teacher education programme at Mauritius Institute of Education (MIE). The collected data were analyzed quantitatively to calculate the different percentage distributions. The overall results of the survey showed that the participants were well versed in the use of the common office software and were of different level of competencies based on the tasks listed. This article also seeks to advance some views on the challenges for successfully integrating ICT in the education system in Mauritius. (Steketee, 2006). Initially, from my own experience and interaction with the practizing teachers, this issue of enabling technology integration was seen to be an unproblematic one. Eventually it was found that a number of practising teachers are experiencing doubts in how to integrate effectively ICT tools into the existing curriculum. Condie and Livingston (2007) also found in a study that while some teachers continue to display a reluctance to engage with new technology, others remain fearful of trying new approaches which they perceive might have a negative impacts on examination results. The major barriers may be lack of confidence, lack of competence or lack of access to ICT resources. Confidence, competence and accessibility are critical components of technology integration in schools. This prompted me to engage in a research KeywordsCompetencies of trainee secondary school teachers in using common ICT tools and Office software packages and the implications for successful integration of ICT in the Mauritian education system
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