What pre-service teacher technology integration conceals and reveals: Colorblind technology in schools

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 what pre-service teachers' (PSTs) technology integration reveals about racialized assumptions. The research applies theoretical frameworks from teacher preparation, Whiteness and Critical Race studies, and technology integration. This study points toward a relationship between PST development, beliefs about technology, and an intersection with race awareness. The PSTs made assumptions about learning deficits, appropriate behaviors, and classroom environment, based on Whiteness, which impacted how they integrated technology. These findings complexify current educational technology narratives of technology integration which emphasize the relationship between teacher beliefs about knowledge acquisition and technology integration, but often divorce those beliefs from assumptions about race. Implications for practice include the need to confront white supremacy concealed within the technologies and pedagogies that teacher educators choose in the classroom.

Automated summary

This study examines racial assumptions in teacher education and technology integration, particularly focusing on how pre-service teachers' beliefs impact their integration of technology. Findings suggest that pre-service teachers often make assumptions based on Whiteness, affecting their decisions on learning deficits, appropriate behaviors, and classroom environment. The study highlights the need to address white supremacy in the technologies and pedagogies selected by teacher educators.