ABSTRACT
This chapter investigates the integration of technology in the methods course that focuses on how teacher educators ask their teacher candidates to employ technology to learn course content. The language “appropriate use of technology” is seen frequently throughout many of the syllabi collected for the study. When integrating technology into the English language arts for learning, teacher educators ask their students to learn with technology slightly more often than they ask them to integrate it into their teaching practices. The reasons for the decrease in integration span tensions around access to technology as well as philosophical, generational, or social preferences in teaching styles and knowledge. There is a research paper requirement called the Content Knowledge assignment that details “when and how technology can be used and successfully integrated into the assignment and/or the subsequent differentiated instruction.” Graduate students have an additional assignment that addresses technology, like in the Teaching Literature syllabus.
