During the fall 1995 semester at a large eastern university, students enrolled in an undergraduate education course on classroom technologies generated semantic networks and expert systems on educational topics relevant to their areas of study. These tasks were intended to model for pre-service teachers integrated and constructivist uses of technology of classrooms. After completing these tasks, students wrote essays describing their views on how to use technology in their future education careers based upon the experience with technology they had just had. We qualitatively analyzed these essays to ascertain student attitudes in this area. We found that students exposed to such uses of technology were likely to discuss constructivistic uses of technology in the classroom and support the use of these technologies in their future classes. Implications for those involved in pre-service teacher technology courses are also discussed.
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