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The University of British Columbia as well as many of the secondary schools in Vancouver, B.C. have invested in the potential of technology. Research reveals, however, that even when there is sufficient access, far too many English teachers are reluctant to use technology as a teaching/learning resource. Perhaps this is because of concerns about appropriately integrating technology into their classroom praxis. This 3 months study explores how three English teachers at an urban secondary school in Vancouver experienced 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 that have most significantly facilitated and inhibited the implementation of technology in their classrooms.This research also provides an account of these teachers'' perspectives of how teacher preparation programs might equippre-service teachers for the challenges and potential of integrating technology into secondary Language Arts classrooms.
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