2749 ISSN 2286-4822 www.euacademic.org EUROPEAN ACADEMIC RESEARCH Vol. I, Issue 9/ December 2013 Impact Factor: 0.485 (GIF) DRJI Value: 5.9 (B+) Examining Relationship between Pre-service Teachers’ Self-reported and Computed Technology Expertise UPASANA SINGH Department of Education Patna Women's College, Patna India Abstract: The present study investigated the relationship between the self-reported and computed expertise of the pre-service teachers in using technology available at their institutions and software applications for academic and personal activities. The study was conducted in the context of two variables: gender and stream of study. A sample of 150 pre-service teachers was drawn from the teacher education institutions of Patna University and Magadh University of Bihar, India by multi-stage cluster sampling technique. The results emphasized across gender difference in self-reported and computed expertise in software applications for academic activities and across stream difference in using technology available at the institutions and software applications for academic activities. However no significant difference was observed in the pre-service teachers’ expertise in software applications for personal activities. Key words: Technology expertise, Pre-service teachers, Gender, Stream of study Introduction Technology expertise of pre-service teachers refers to their efficacious use of diverse technology for curricular transactions, interaction with their teachers and peer-group, preparation and presentation of assignments, project reports and assessment and for keeping themselves connected with the informal virtual