Dealing with technology in a realistic manner. It seeks to attain a balance between the two extremes of either believing technology will make the world a utopia or thinking that it will destroy everything.
This technoromantic (Benyon & Mackay, 1989) or technicist (Bryson & deCastell, 1998) perspective has recently been met with a call to assume a middle ground of so-called technorealism where the rhetoric and reality of technology is brought into focus (Walker & White, 2002).
Technorealism is desperately needed in teacher education programs to help ameliorate the mad rush to computer technology integration for its own sake.
Technorealism offers a more balanced and "rational" approach to the latest technologies and the resulting changes in thoughts as well as actions.
The technorealism approach in teacher education suggests the integration of technology that can facilitate "powerful" approaches to teaching and learning including meaningful, creative, challenging, inquiry-based, and active applications.
We advocate this as the foremost principle of technorealism regarding computer technology integration in teacher education programs.