Technology integration practices of foreign language preservice teachers: A case study

Foreign language educators and researchers agree that teaching in the 21st century must exemplify the tools of that age. However, preparing future teachers who know how to effectively integrate computer-related technology in their curriculum remains a challenging goal for many teacher education programs. While the demand for teachers who not only are technologically literate but who also understand how to integrate technology into their content areas meaningfully is increasing, very little has been done to understand the type of preparation in which teacher education programs are engaging.;This study takes into consideration the concerns documented in teacher education literature as well as the modest gains that teacher education programs---similar to the one where this study originated---have made in preparing teacher candidates to appropriately and effectively integrate computer-related technology in the classroom. Therefore, using a case study approach, this study examined how two foreign language preservice teachers integrated technology during student teaching, how they used it, the obstacles they had to overcome to succeed in its use, the role of the university supervisor in their attempts to integrate technology, and their general issues and concerns regarding technology integration in the real world context of the field placement sites.;The data gathered from reflective journals, classroom observations, and interviews were analyzed qualitatively. The study found that the technological capability of individual teachers and their field placement mentors (university supervisor and cooperating teacher) interact and jointly affect technology integration. Further, technology preparation positively affects initiation and adoption of technology in the classroom, but negatively impacts integration as it drives future teachers to chase the latest technologies without learning how to use existing ones effectively. The findings also stimulate attention to what is probably the most determining aspects of technology integration in student teaching---the professional and social partnership involving the university-based teacher education programs and the local schools.