The Preparing Tomorrow's Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?The Preparing Tomorrow's Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. Many of these efforts have focused on supporting education faculty, others have concentrated primarily on preservice teachers, and still others have developed repositories of resources for dissemination. However, these initiatives have not occurred in isolation. After publication of the Office of Technology Assessment (1995) national report, Teachers and Technology: Making the Connection, many colleges and universities began examining more effective means for technology preparation. This report examined schools' technological capabilities, barriers to student learning via technology, and teachers' current preparedness for technology integration. The report concluded that, "Despite technologies available in schools, a substantial number of teachers report little or no use of computers for instruction" (p. 1). The report also stated that teachers still struggle with integrating technology into the curriculum, and attributed much of this to inadequate training: "Most teachers have not had adequate training to prepare them to use technology effectively in teaching . . . On average, districts devote no more than 15 per- (Schrum, 1999;Strudler & Wetzel, 1999;Topp, Mortensen, & Grandgenett, 1995). This lack of support leads teachers to use technology for low-level, supplemental tasks such as drill and practice activities, word processing, educational games, and computer-based tutorials (Strudler & Wetzel, 1999;Willis, Thompson, & Sadera, 1999). As Abdal-Haqq (1995) stated, " [F]ew teachers routinely use computer-based technologies for instructional purposes" (p. 1).Inadequate instruction and support for technology integration is not an issue only with K-12 teachers; research has demonstrated that technology preparation provided by teacher training institutions to preservice teachers with regard to technology has similar problems. In a review of the literature related to technology and t...

A simulation model was successfully designed to teach and evaluate basic arthroscopic skills showing good construct validity. This arthroscopic simulation model is inexpensive, valid, and reliable and has the potential to be implemented in other training programs.