ABSTRACT
The English methods course is where teacher candidates take the content they have learned about literature, linguistics, writing, etc., and turn the focus of that content on the teaching of secondary students. Findings from the study confirmed that English teacher educators in the United States identified the integration of technology into the teaching and learning of English as essential other content that required explicit discipline-based instruction in teacher education programs. Tensions, such as the one indicated, were revealed throughout the study’s findings regarding the teaching of technology and its impact on communication practices. Charles Bates’ observation concerning the functional implementation of technology in teaching was echoed by Alex Terrell, whose methods students first take a standalone technology course before the methods class. Joseph Shain was explicit in addressing the tension caused by the unequal resourcing of technology among the university, the program, and the school districts.
