ABSTRACT
Tensions abound when decisions must be made as to which content needs to be taught in an English language arts methods class to ensure highly qualified, effective teacher candidates certified to do “tomorrow in today’s classrooms”. This chapter discusses how technology has been integrated into both the teaching and learning of English language arts methods classes and the effects of that integration on clinical experiences. It explores technologies (in)consistency of use and how integration continues to change our basic understanding of what is English. Effectively integrating technology and valuing it as a practice has complicated how English studies are taught across K–16 levels. Technology integration affects not only the content of the methods courses, but the relationships that teacher education programs build with the school districts where teacher candidates are placed for fieldwork and student teaching. Tensions such as the one described earlier affect how technology is integrated into the teaching and learning of English.
