There are indications that the new technologies could have radical implications for conventional teaching and learning processes. It notes that, in reconfiguring how teachers and learners gain access to knowledge and information, the new technologies challenge conventional conceptions of both teaching and learning materials, and teaching and learning methods and approaches. Information and communication technologies (ICTs) are a major factor in shaping the new global economy and producing rapid changes in society. They have the potential to transform the nature of education-where and how learning takes place and the roles of students and teachers in the learning process. Teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change. For education to reap the full benefits of ICTs in learning, it is essential that pre-service and in-service teachers have basic ICT skills and competencies. Teacher education institutions and programmes must provide the leadership for pre-service and in-service teachers and model the new pedagogies and tools for learning (Annaraja, P., Nima M Joseph. 2006).. ICT has great potential for enhancing teaching and learning outcomes. The realization of this potential depends much on how the teacher uses the technology. This would in turn depend, among other things, on the kind of training that the teacher has undergone. Teachers’ attitude towards ICT is a very important factor which stake-holders ought to consider in implementing ICT in education. With the introduction of the new ICT initiatives it becomes crucial particularly for newly qualified teachers to be confident in using ICT effectively in their teaching. (Maria Kyriakidou, 1999) This necessitated the researcher to develop a research tool to measure the attitude of B.Ed. teacher trainees towards ICT. The purpose of this study is to develop a research tool to measure the Attitude of B.Ed. teacher trainees towards ICT. Initially the tool was constructed with 34 statements and administered to 400 B.Ed., teacher trainees. In order to standardize the tool the researcher applied Kolmogorov-Smirnov test, Cronbach Alpha test and‘t’ test.  After the item analysis 20 statements were considered for the final Tool.