Through an ethnographical study of teacher education at a Danish University College, it is investigated in what ways digital technological artefacts mediate issues of e.g. flow, positions and role models. Subsequently it is investigated if these technologies are used by educators in teacher education in ways that create transformation or continuity in the educational practice.

This paper aims at examining the use of digital technologies as they are situated in the everyday practice of teacher education and in the curricular activities. It also investigates how students use social media platforms such as Facebook to navigate in their studies. This paper asks some of the following questions:

• In what ways is technology mediating transformation or continuity in the positions of educator and student teacher? And in the learning paradigms?
• In what ways does technology mediate role modelling in teacher education?
• In what ways does educational technology facilitate or disrupt lesson flow?

The theoretical framework of this paper is Cultural Historical Activity Theory especially the notion of mediation, as Vygotsky (Vygotsky, 1978) and others following him (Edwards A. , 2010; Engeström, Y., 1990; Engeström, Y., 2007; Kaptelinin, Kuutti, & Bannon, 1995; Säljö, 2004; Säljö, 2010) have used it. This framework challenges the traditional discourse that mainly views technology (and digital technology in particular) as a tool which one needs to learn to master. Internationally this notion of digital technologies as tools is expressed through a number of papers on digital literacy (e.g. Technological literacy, teacher training, ethnographical study, ICT Partnership for 21st Century Skills, 2011). The chosen theoretical framework for this paper focuses on the situated mediation that goes on in the interaction between digital technology as an artefact (Wartofsky, 1973; Cole, 1998; Engeström, 1990; Engeström, 2007), educator and student teacher.

Apart from challenging the notion of digital technologies as merely tools this paper also brings forward the importance of role models in regard to the use of digital technologies in teacher training, as also (Granston, 2004; OECD, 2010; OECD, 2010; OECD, 2009; OECD, 2009) points out. These reports show the relevance of addressing the importance of role models in respect to the use of digital technologies in teacher training in a European or even global framework. The issue of integrating digital technologies into the education of teachers through educators as role models is one aspect of it, another is the way educators view digital technologies as a tool the students must learn to master (Ananiadou & Rizza, 2010). It is of importance that we address these issues and work on understanding as well as solving them.

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