This study focused on efforts in four colleges of education deemed exemplary in their approaches to prepare preservice teachers to use technology. The study addressed one overarching question: What are the important pieces of the puzzle that make up the current technology integration eJforts at these exemplary sites ? Data were gathered during the 1997-98 academic year. Findings suggest that there is a web of enabling factors that supports student learning opportunities and desired technology-related outcomes for preservice teachers. The in~rmed leadership of deans and other administrative and faculty leaders appears to be especially critical to sustain and expand technology-integration e~orts. Leadership issues, along with a wide range of other factors, are systematically examined across the four case studies. The authors conclude that while each of the four cases is unique, many of the recommended practices explored in this study would likely prove beneficial ~ employed in other settings.[] Recent research studies and scholarly reports indicate that teacher-preparation programs are not adequately preparing graduates to teach with technology. A survey commissioned by the Milken Exchange of Education Technology submitred by 416 teacher preparation institutions revealed that most education faculty do not feel that information technology is adequately or effectively modeled for the future teachers they serve (Moursund & Bielefeldt, 1999). The CEO Forum's School Technology and Readiness Report (1999) concurs and builds a strong argument for the need to prepare new teachers to integrate technology into the curriculum. Consistent with these other reports, a task force of the National Council for Accreditation of Teacher Education (NCATE) concluded that institutions of higher education are not fully meeting their responsibility for preparing tomorrow's teachers to use technology. The report states: "Bluntly, a maiority of teacher education programs are falling far short of what needs to be done" (1997, p 6). To address this problem, the task force recommends that institutions develop a vision and plan, spelling out both how they will integrate technology in the teacher-education program and how new teachers will be expected to use it in their classrooms.Many impediments to technology integration in colleges of education have been cited including the lack of technology resources, time, professional development, and support CU.S Congress, 1995; NCATE, 1997). Further, ff college of education faculty do not model the integration of technology, then teachers will be less inclined to include technology in their own

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The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university's current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.

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