The May 2005 National Council of Teachers of English (NCTE) Conference on English Education (CEE) Leadership and Policy Summit brought together over 75 past, present, and future leaders of CEE from across the United States to Georgia State University to rethink issues related to the preparation and continuing professional development of English language arts teachers and teacher educators. The goal of the working meeting was to assemble a collective knowledge base and a series of written position papers to guide future policy efforts of English teacher preparation and development in this country. This article represents the initial draft of one of the position papers resulting from the work of participants in the "What do we know and believe about multimodal literacies and digital technologies in English education?" thematic strand group of the CEE summit. Following a glossary of pertinent technological terms, the authors present four major foci that are used to organize their beliefs about technology and teacher preparation: (1) Newer technologies v. newer literacies; (2) The influence of newer technologies on theories informing our thinking about text, language, and literacy; (3) Composing with multimodal and multimedia technological tools; and (4) The political, economic, and socio-cultural influences operating under the practice of new literacies with new technologies. Each focus section includes some, if not all, of the following: a description of the focus, implications, belief statements, annotations, a consideration of what these beliefs might mean for teaching and for teachers.