ABSTRACT
This chapter examines the learning needs of a pre-service teacher as she attempted to integrate information technology into her urban-setting classroom. It explores computer integration in inner-city classrooms by examining the experiences of a pre-service teacher named Flora. The chapter also examines how to best assist pre-service teachers in integrating computers into curricula and explored the needs and concerns of pre-service teachers in implementing computer-facilitated learning. It also explores the relationship between reflection and practice in computer-mediated communication. The chapter focuses on the reflective practice of pre-service teachers as they implemented computers into their classrooms. A shared vision of computer literacy creates a common foundation for the learning community. The general message for teacher educators is that exploring participants’ understanding and perceptions of computer literacy helps guide their individual computer instructional goals.
