The purpose of this study was twofold: a) to test the hypothesis that participation in a course providing theory and practice in the classroom use of technology engenders such use and results in gained competence in the use of this technology; and b) to test the hypothesis that functional relations exist among the availability of technology in the classroom, the use of such classroom technology, and competence in its use. Fifty-five graduate students participated in a course in the use of technology in the classroom. Statistically significant differences emerged between pre-tests and post-tests on a) use of e-mail, b) Web site use, c) automated library resources, d) computer software, e) Internet virtual field trips, f) video cameras, g) PowerPoint, and h) Blackboard ? pointing to the effectiveness of the course for the purpose. Further, as hypothesized, competence in the use of technology in the classroom proved to be a direct function of the degree of use of this technology.