Purpose
The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves.
Design/methodology/approach
Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers.
Findings
The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students.
Originality/value
Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.
Ideological becoming : intern teachers' experience of becoming culturally responsive teachers.