PRESERVICE TEACHERS' BELIEFS ABOUT EDUCATIONAL TECHNOLOGY: A CASE STUDY

In this paper we work some aspects of one of the case study of a further investigation. We focus on the analysis of beliefs about Educational Technology built by future teachers in their life trajectory. The study shows the need to focus on the area of beliefs from a specific approach as one of the last frontiers of integration of educational technology in teaching (Ertmer, 2005). Through an interpretative qualitative approach, we selected a case of a future teacher in their initial training period were in apprenticeships at the time of approaching research. Depth interviews were conducted in two stages: first, before they assume the classroom work designing and implementing a teaching unit and the second immediately after the activity developed. In the case shown we can distinguish some five different beliefs on Educational Technology: (1) technology is useful for information but excludes communicative issues; (2) the social impact justifies its use in the schooling environment; (3) it represents a key motivational point for learning; (4) the choice is done depending on the safety that offers: (5) its use is related to innovation and (6) it is established a close link between the use of technology and the standard of learning.