This study investigated the student teachers' perception and practice of the teacher's role teaching with computers. The teacher's role was measured as teacher-centeredness and student-centeredness. The result of the study showed that there was no significant difference between the student teacher's perception of teacher-centered roles and their perception of student-centered roles. The student teachers perceived that they would likely engage teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, the further test of the study showed that there was a significant difference between the student teachers' teacher-centered computer use and the student-centered computer use during the practicum. The student teachers used the computer significantly more as a teacher-centered tool than a student-centered tool.
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