Many schools, colleges, and departments of education across America are currently rethinking the manner in which they are preparing tomorrow's teachers to use technology. Responding to new standards established by the National Council for the Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE), higher education faculty and administrators are searching for new models to support technology integration. This new or renewed focus is significant as institutions of higher education have an important responsibility to provide leadership for the infusion of technology into U.S. schools and to model appropriate use of technology in their own teaching (Jolly, Davis, Strader, & Denton, 1999). In the area of preservice teacher education, it appears logical, as Wheatly (2003) pointed out, that the increased use of technology-enhanced learning practices in PK-12 teaching is more likely when prospective teachers experience and practice a variety of computer uses in the majority of their undergraduate courses. This observation is supported by the research of Thomas, Larson, Clift, and Levin (1996) who argued that training in technology use must coincide with course goals and be seen as an integral course component. While there is no single program plan or model for accomplishing such a goal, there clearly are many obstacles to overcome.