Access Denied: Preservice Teachers' Integration of Technology for Teaching Writing

The purpose of this study was to explore three preservice teachers' experiences teaching writing with technology and digital tools during a year-long student teaching experience. Research found that while the three student teachers demonstrated conceptual understandings about the teaching of writing, their use of technology (or lack of) did not always reflect their views. When considering what influenced their transformations as teachers capable and willing to integrate technology into their writing instruction, the school context, particularly the notion of access, significantly shaped their appropriation of pedagogical tools for the teaching of digital writing. In addition, the student teachers were influenced not only by the resources that they had access to, but their perceptions of students' abilities and needs, as well as their own needs and efficacy as novice teachers.