What Preservice Teacher Technology Integration Conceals and Reveals: "Color-Blind" Technology in Schools

• In Event: Technology's Role in Culturally Responsive Instruction and Antiracism

Abstract

Teacher education often under-theorizes race. The field of teacher education and technology integration is also complicit in assuming a race-neutral space into which technologies are integrated. This paper explores pre-service teachers’ (PSTs) development at the intersection of race and technology integration. The research applies theoretical frameworks from teacher preparation, Whiteness and Critical Race studies, and technology integration. The study found that PSTs have difficulty implementing technology for transformative learning because they focus on their own performance and not on student learning, taking a “colorblind” approach to technology integration. Findings point to the need for difficult conversations to confront the white supremacy that is concealed within the technologies and pedagogies that teacher educators choose in the classroom.

Authors

• Marie K. Heath, Loyola University Maryland

• Pamela Hope Segal, Towson University