Teacher education often under-theorizes race. The field of teacher education and technology integration is also complicit in assuming a race-neutral space into which technologies are integrated. This paper explores what pre-service teachers’ (PSTs) technology integration

reveals about racialized assumptions. The research applies theoretical frameworks from teacher preparation, Whiteness and Critical Race studies, and technology integration. This study points toward a relationship between PST development, beliefs about technology, and an intersection with race awareness. The PSTs made assumptions about learning deficits, appropriate behaviors, and classroom environment, based on Whiteness, which impacted how they integrated technology. These findings complexify current educational technology narratives of technology integration which emphasize the relationship between teacher beliefs about knowledge acquisition and technology integration, but often divorce those beliefs from assumptions about race. Implications for practice include the need to confront white supremacy concealed within the technologies and pedagogies that teacher educators choose in the classroom.

教师教育常常使种族理论化不足。教师教育和技术集成的领域也很复杂，它假定了将技术集成到种族中立的空间。本文探讨了哪些职前教师（PST）技术集成

揭示种族化的假设。该研究采用了来自教师准备，白度和临界种族研究以及技术集成的理论框架。这项研究指出了PST发展，对技术的信念以及与种族意识的交集之间的关系。PST基于“白度”对学习不足，适当的行为和教室环境进行了假设，这影响了他们整合技术的方式。这些发现使当前的技术整合教育技术叙述变得复杂，这些叙述着重于教师关于知识获取和技术整合的信念之间的关系，但常常使这些信念与关于种族的假设相分离。