Despite the rapid and ongoing increase in the use and availability of computers and technology in and outside of public school classrooms, there is relatively little literature that has examined preservice special education teachers' perceptions of their own computer use and self-efficacy with new technologies or how these perceptions may impact their educational and professional practice. This study used a Computer Use and Self-Efficacy (CUSE) survey to examine current rural and special education teacher candidates' computer use, their perceptions of computer self-efficacy, and the impact on performance in a teacher preparation program for teachers working with students with low-incidence disabilities. Data indicate a difference in perceptions of self-efficacy for rural and urban teacher candidates. Implications for practice and future research are discussed.
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