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Abstract
This study examined the science teaching and learning beliefs and experiences of African American female middle school science teachers who use computer technologies in science instruction. Teacher beliefs and experiences were explored, including how they believed students learned with computer technologies. Science education reform served as the context for this study and the theoretical framework of womanism or black feminist thought guided this study. A qualitative descriptive case study combined with a life history design was conducted. Data from life history interviews, other interviews, documents (e.g., professional journey maps and field notes), and observations in the participants classrooms were collected. The data sources were analyzed to describe participants individual and collective beliefs and experiences. Results suggest that teachers use real-world applications of computer technologies to help studies think critically and problem solve.