Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the "technological" view; the "donor" view; the "anthropological" view; the "standard" view; the "individual" view; and the "transmissional" view. Drawing on empirical research into ICT and teacher education in sub-Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments ("developmental", "democratic", "cultural", "deep", "community" and "pedagogic"). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community. (Contains 1 figure, 3 tables and 8 notes.)