The thoughts of a group of preservice teachers about classroom technology were studied by asking them to visualize their ideal classrooms. They were then asked to visualize, or visually represent, their thinking on paper by completing a map of the ideal classroom. Subjects were 106 education majors, 8 of whom were male. Classroom maps were analyzed to determine the presence and types of visual representations depicting electronic learning resources in the ideal classroom. Eighty (75.5%) subjects included electronic learning resources in their classroom maps. The most often cited was the computer. Seventy-seven (72.6%) of all participants included in the computer as a learning resource. This number represented 96.2% of only those subjects who included electronic resources. The second most often cited resource was video technology, included by 25 education majors. Audio media were included by 18 subjects, and others cited various resources such as projection screens or multimedia technologies. The majority who included electronic learning resources in their maps positioned them around the periphery of the classroom, although 24 indicated that the resources would be distributed throughout. Implications of these subjects' maps for instruction are discussed. Six figures present the study data. Contains 4 references.) (SLD)