A study examined teleconferencing applications that can assist educators in meeting Georgia's postsecondary vocational education needs. Three forms of teleconferencing were studied--audio conferencing, computer conferencing, and video conferencing. The study included a literature review, two pilot studies, and a survey to identify the ways in which other states are using teleconferencing in their vocational education programs. The pilot studies were on: (1) computer conferencing as a delivery system for 19 teachers enrolled in 2 distance education courses offered by the University of Georgia; and (2) satellite teleconferencing (video with interactive audio) for 4 staff development workshops presented to 93 teachers at Augusta Tech. Data from these sources indicated that teleconferencing can be as effective as traditional classroom approaches for instruction. The three available types of teleconferencing should not compete for total, exclusive funding for vocational educational purposes; rather, each mode should be used in specific areas where it offers distinctive advantages over the other two forms of teleconferencing (these advantages are detailed in an exhibit that is included in this report). It was also determined that the following sequence of events must occur if any successful distance teaching/learning effort is to occur: networking or needs assessment, development of a consensus of support among all parties and locations involved, careful planning in advance of the actual program, ample facilitation for those receiving the information, and evaluation of the achievement of the intended objectives. (Appendixes include an annotated bibliography, the survey instrument used to gather data on telecommunications equipment used in technology education programs in other states, satellite teleconferencing support data, and a guide to the terminology used in the report.) (MN)