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This qualitative study examines the ways in which graduate preservice secondary English teachers integrate technology into their practice during the semester immediately following a content-specific course in methods of teaching with technology. Findings indicate the necessity of establishing connections between introductory coursework and subsequent methods courses. If the programs aim at producing technology-using teachers, then teachers must be equipped with hands-on experiences and critical examination of instructional models offered. Faculty must move from talking about technology to modeling effective teaching with technology. Similarly, if preservice teachers are expected to integrate technology into their fieldwork, they must be placed with supportive cooperating instructors who will provide the instructional autonomy needed to investigate new uses of new tools.

journal of computing in teacher education

Not Quite Teaching for Real:  Preservice Secondary English Teachers  Use of Technology in the Field Following The Completion of an Instructional Technology Methods Course