Abstract
State and national standards continue to prod teacher education programs towards preparing teacher candidates who are capable of integrating computer technologies into their teaching methodologies. However, providing experiences and resources for this type of teacher training necessarily relies on students possessing basics skills in computer use and having K–12 teachers who modeled productive technology integration in the classroom. While some high schools are managing to provide students with these skills and experiences, others are not, leaving teacher education programs to address the diverse levels of technological skills in their teacher candidates. This study presents a description of the categories of computer skill levels represented in a freshman class of teacher candidates and how these candidates characterize their high school experiences with computers.
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