Teaching with Technology: Two Preservice Teachers' Beliefs.

Abstract

The goal of this longitudinal study was to conceptualize the belief structures of preservice teachers with regard to technology. Concerns included what beliefs were held, how those beliefs were held, and to what extent those beliefs influenced the teachers' use of technology. Two preservice teachers were followed through four quarters of a secondary mathematics education sequence. Analysis of their beliefs suggests that prerequisite mathematical knowledge and the role of the teacher played a major part in the structure of their beliefs toward technology.