When Technology Meets Beliefs

This study investigated preservice teachers’ perceptions of the teacher’s role in classrooms with computers. The teacher’s role was measured as teacher centeredness versus student centeredness. The study findings show no significant difference between preservice teachers’ perceptions of teacher-centered roles and their perceptions of student-centered roles in classrooms with computers. The preservice teachers perceived that they were likely to engage in teacher-centered activities and student-centered activities on an equal basis when teaching in classrooms with computers. Nevertheless, when tested on their choice of computer uses, preservice teachers shifted to teacher-centered computer uses. There was a significant difference between the preservice teachers’ choice of teacher-centered computer use and student-centered computer use. The preservice teachers would more likely use the computer as a teacher-centered tool than as a student-centered tool.