The spread of ICT () is arguably one of the greatest changes that compulsory education has witnessed in the last twenty years. However, to what extent are prospective secondary English teachers on a PGCE course effectively equipped to use ICT to work in a multiliterate curriculum, and how well prepared are their ITE tutors to support them? Here, I report on research conducted into the provision for ICT training in PGCE English courses. I discuss the need for teachers to theorise the relationship between English the subject and the use of ICT. I comment on the opportunity that School Direct might provide to place schools at the heart of ICT in ITE. I suggest that there is perhaps a need for further work on the relationship between research, ICT and ITE.