This study investigated college teachers' reported uses of instructional strategies that include realistic problem-solving based on technology competencies recommended by the International Society for Technology in Education and adopted by the National Council for the Accreditation of Teacher Education (NCATE). Data were collected from Arkansas faculty who taught methods courses at colleges of education accredited by the NCATE. Data from 125 faculty members (56% response rate) show that reporting faculty from Arkansas are integrating computers into their instruction in three main areas: (1) use of e-mail and the Internet; (2) use of the World Wide Web for problem solving; and (3) use of word processing to generate booklets, reports, and newsletters. The reported use of databases or spreadsheets was just above the median score of 2.0. Simulation software and spreadsheets for authentic problem solving were seldom or never used. (Contains 5 tables, 2 figures, and 23 references.) (Author/SLD)