Research indicates that, if future teachers are to effectively use technology, their pre-service preparation should employ multiple components. These components include core course work in educational technology, faculty modeling, and clinical experiences. This paper describes and analyzes one model for drawing these three . components coherently together in a teacher preparation program. The paper further reports on a research project that applies this model at a major Midwest research university. In the conclusion section the paper identifies and discusses ways in which the model presented responds effectively to the need for a comprehensive program for preparing a technology-proficient teaching force.

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