This study investigates technology use in education in K-12 schools and the status of preservice education for teachers in terms of familiarity with technology (i.e., computers, videodiscs, CD-ROMs, and VCRs) through an analysis of articles written within the last five years. A brief introduction contains a statement of the problem and discussions of the significance, organization, and limitations of the study, as well as a glossary of terms. Annotations for 22 articles are then presented under the headings of Technology: K-12; Technology: Teacher Education; Technology: Needs Assessment; and Technology: Implementation Ideas. Articles under each heading are subdivided into research and opinions. A summary of the data leads to the conclusion that teacher training in the application of technology to education, not familiarity with technology, must be emphasized in preservice teacher education. The study concludes with recommendations in the form of a five part model for the implementation of technology in teacher education: (1) Computer Literacy Class; (2) Modeling--appropriate uses of technology by faculty; (3) Student Work--required assignments; (4) Student Teaching--modelling from the supervising teacher; and (5) Maintain Contact--use of communications networks for support and sharing ideas and practices. (Contains 24 references.) (ALF)