Controlling stereotypes and cyber-feminism in teacher education

There is a vital need for all teachers to provide students with an equitable opportunity to access 21st century skills within their everyday school life, and academia is seeing an increase of non-traditional students entering college classrooms (Forlin, 2011). Since the majority of non-traditional students enrolling in teacher education programs are female (Forlin, 2011), this study focuses on female non-traditional pre-service teachers (FNTPST). It is imperative that FNTPST feel comfortable with technology and debunk the stereotypical prophecy of their expected technological incompetence.