This paper explores some of the implications on teacher education of the increased use of ICT (Information Communication Technology) in the delivery of curricula. The paper argues that, if ICT is going to become an integral part of instruction in elementary and secondary schools, changes need to be made in preservice and inservice programs for education students and practicing teachers. The initial section describes the assumptions used to limit the scope of the paper. The next section presents a discussion of potential uses of ICT and some concerns/myths about the use of ICT in education. The third section is a discussion of teacher education and professional development for practicing teachers, including some ideas about distance education. The final section is a proposal for a research facility (an instructional sending studio and receiving classroom) at the University of Regina (Canada) to further the study of ICT in teaching and learning in elementary and secondary classrooms. (MES)