U.B.C. as well as many secondary schools in Vancouver have invested in the
potential of technology. Research reveals, however, that even when there is sufficient
access, far too many English teachers are not effectively using technology as a learning &/ or
teaching resource. Perhaps this is because they are not equipped with the necessary skills
to effectively use technology in the classroom. This three month study explores how three
English teachers at an urban secondary school in Vancouver are presently experiencing the
use of technology in their classrooms. Qualitative methods were used to generate, analyze
and report data. Data collection included formal and informal discussions, interviews,
extensive field notes and the observation of classes. This study discloses the factors which
have most significantly facilitated and inhibited the implementation of technology in these
teachers' teaching contexts. This research also provides an account of these teachers'
perspectives of how the B.Ed, program at U.B.C. can equip pre-service teachers for the
challenges and potential of integrating technology into secondary English classrooms.Education, Faculty ofLanguage and Literacy Education (LLED), Department ofGraduat
