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AbstractThe College of Education at a western upper division state university has twocomputer classrooms, called Smart Classrooms, that mirror the configuration found in manylocal schools where teachers have a limited number of computers. This paper presents theresults of a qualitative study in which the authors explored the pedagogical beliefs of fiveteacher educators who used technology in their teaching. The researchers wished to knowtheir reasons for booking the classroom and their cultural preferences in designinginstructional activities. The data consisted of interview transcriptions and responses to writtenfollow up questions. Data analysis indicated that the faculty chose to use a Smart Classroombecause it matched their teaching methods. They developed a variety of meaningfultechnology uses for their students and addressed many elements of multicultural integration.The authors discuss implications for faculty development and raise questions for further study.