Recent developments in information and communication technologies (ICT) can be applied in stores, and the number of fashion stores that have introduced and utilized ICT are increasing. By applying a literature review and empirical research, the types of ICT service factors of fashion stores were identified and categorized. The effect of their importance on consumer behavioral intentions was analyzed. Next, using factor analysis on the ICT service factors, five factors were identified and named as follows: smart space services, smart payment services, virtual image services, product information services, and smart access services. The importance of these factors was then analyzed. The importance of each factor and detailed questions was rated above average. After examining the effect of ICT service on behavior intention, issues such as purchase intention, revisit intention, and word of mouth intention were found to have significant influence. This study is meaningful in that it derives the importance factors of ICT services that can be used in fashion stores in a situation where retail techniques become important and expand, and provides marketing strategies related to consumer behavior according to detailed factors. With retail tech becoming more important and expanding, it is necessary to provide various services that consumers value by utilizing ICT in fashion stores. Considering the results of this study, ICT technology and services of various fashion stores can be effectively utilized and retail tech utilization performance can be improved.

This study investigated how pre-service English teachers develop and use MICT (mobile information and communication technology)-TPACK (technological pedagogy and content knowledge) to select and use mobile applications for their micro teaching in a pre-service teacher training program. Although mobile technology has rapidly developed with the adoption of mobile multimedia devices and applications, the use of pre-service teachers’ TPACK is still limited to lower-level searches and to a mere tool for content presentations. The participants were nine students in a pre-service teacher training course in a four-year women’s university. Several research methods such as surveys, participant observations, micro teaching and interviews were utilized. The results of the study show the concept of TPACK needs to be extended to MICT-TPACK in this mobile age. The use of pre-service English teachers’ MICT-TPACK impacted and changed their concept of pedagogy to heutagogy. The teachers used mobile applications to facilitate their students’ inquiry-based learning of English as a subject as well as a medium of digital literacy. In order to select mobile applications for their lesson, the teachers developed a modified version of quality criteria for mobile applications. This study suggests there should be well-developed quality criteria for evaluating affordances of mobile applications.