Integration; Technology Role

This study explored a preservice teacher educator's goals with technology in her teaching methods class at Southern Teachers University (Texas) regarding state and national teacher preparation technology mandates and possible motivational factors for including technology in current preservice education courses. Action research was selected as the theoretical base; data collection methods included interviews, participant observation, and document analysis of course portfolios. Findings were analyzed according to the following levels of the States of Concern about the Innovation model: (1) informational, including relevant applications in regard to preservice educators ' personal teaching styles and concerns for state and national technology standards; (2) personal, including relating technology standards to preservice educator and K-12 student needs; (3) management, including desire for technology integration with higher order thinking skills and integrated curriculum emphasis /modeling and resource management concerns; (4