Borko et al (1988), for example, found that student teachers with strong subject knowledge tended to plan lessons in less detail and were more responsive to the needs of particular groups of pupils
This aligns with the necessity for courses such as EDC3100, as it ensures more active engagement with technology
In this case, increasing theinteraction possibilities of pre-service teachers with computer based technologies can be put forwardas a proposal that may decrease the technophobia risk in the long term.