Through multiple lenses, this paper describes the efforts of the Georgia Systemic Teacher Education Program (GSTEP) to redefine teacher induction. The macro level illustration details a review of existing teacher induction models focusing on the lack of technology mention in existing national models. A meso level illustration of two GSTEP partners as campuses in the southern region of Georgia describes existing technology infusion efforts. The final cut is a micro level analysis of one College of Education Department involved in teacher preparation efforts to determine to what extent preservice students describe themselves as meeting national technology standards. The discussion describes the technology-related components of a new induction model and the implications for implementation and further study. (Contains 60 references.) (Author/AEF)