This paper is drawn from a 2012-2013 OLT National Teaching Fellowship investigating the external agencies impacting on whole-of course curriculum design in initial teacher education. The chief of these is AITSL (Australian Institute for Teaching and School Leadership) through the Australian Professional Standards for Teachers at Graduate level and the Program Accreditation Standards. This paper will begin with a discussion of the requirements on both beginning teachers and initial teacher education programs in regard to ICT (both content and pedagogy). It will then present case studies from four universities whose degree programs have been approved for implementation in 2014. It will focus on how each institution has responded to the APST as well as accreditation requirements. This will be based on responses to surveys to selected institutions and with one on one interviews to capture rich data. From this, it will draw a contemporary profile of how institutions are rising to the real requirements of ICT pedagogy within the regulatory constraints now in place. The methodology employed is qualitative and will be based on document analysis enriched by interview data. It is important to know, as a profession, how future teachers are being introduced to and immersed in digital learning environments.
A familiarity with the Australian Professional Standards for Teachers and the Program Accreditation Standards would be of use.