Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology research as important to their field, mathematics methods instructors are neither accessing such research nor using technology in their courses to any great degree. Additionally, instructor accessing of educational technology research, including practitioner-focused articles, was a significant predictor of their technology use. This paper describes these findings and suggests implications for the fields of educational technology and mathematics education and for teacher education programs.