This paper examines how and why student teachers made use of ICT during a one year initial teacher education (ITE) programme from 2008 to 2009. This is a mixed methods study involving a survey (n = 340) of the entire cohort of student teachers and a series of semi-structured interviews with a sample of the cohort (n= 21). The study explored several themes including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; and attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers made frequent use of ICT during their placements (internship) experience and that use was dominated by the Interactive Whiteboard (IWB). More extended users of ICT gave greater opportunity for pupil use of ICT while innovative users were defined by the frequency with which they used ICT, the range of that use and the effort they made in overcoming factors which discouraged use. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of 'selfefficacy' when using ICT; and their belief in the impact of ICT on learning.Mediating factors on ICT use included mentoring, training and support. Variations within the use of ICT are discussed and explored in the light of the wider literature.

This paper reports on the adjustment of East Asian Masters level students who came to study at a campus based university in the UK 2004-5. International students face challenges in respect to language proficiency, academic expectations and social participation. In this longitudinal study the experiences of a group of students from East Asian countries were surveyed, with a sample of eight students from five countries tracked through regular interviews. The paper describes the level of satisfaction which students experienced and the challenges they faced. It was found that students largely enjoyed their sojourn and achieved satisfactory levels of academic success. They encountered 'culture bumps' rather than culture shock. Adjustment was facilitated by adequate preparation; appropriate academic attainment; and satisfying levels of social participation with other international students. It is suggested that these students were experiencing an 'international post graduate student culture' rather than integration into local culture.

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