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Future Teachers' Classroom Applications of Technology

Abstract Student teachers from North Carolina's public teacher preparation institutions were surveyed in 2002 and 2003 to learn about the environment in which they taught and the activities they undertook with respect to using technology. Responses regarding the “most successful” use of technology in the classroom were analyzed to determine if they reflected Type I or Type II applications of technology as defined by Maddux, Johnson, and Willis (1997). Type I, or drill-and-practice applications, were found at all grade levels but were most prevalent in K-2 classrooms. The most common of the Type II applications, those that require active intellectual involvement by the learner, was using the Internet for research. Examples of integrated Type II activities are provided.