This document contains the papers on research from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: concerns of administrators and teachers in the diffusion of information technology; preservice elementary mathematics teachers' computer self efficacy, attitudes, and perceptions; information and communications technology (ICT) in high schools; technology education and practices of preservice teachers; multimedia tools and case-methods pedagogy; helping third grade low achievers through dynamic modeling software; instructional technology doctoral programs; predictive relationships among certain personality factors and novice teachers' use of the newer technologies; the Technology in Education Competency Survey; teacher mediation in development of hypertext projects; evaluating the impact of a teacher-focused technology integration program; teachers' perceptions of self efficacy and beliefs regarding ICT; graduate action research assessment; student rating of instruction in distance education and traditional courses; a model for courseware design; social and academic uses of the Internet by high school students; analysis, design, implementation, and evaluation of instructional software by computer science students and public school teachers; technology and the academic and social culture of a university campus; applying technology to restructuring and learning; evaluation of information technology courses in teacher education; using the Internet as a source of data for qualitative research in the social sciences; computer confidence and attitudes of students attending a notebook or traditional university; science concepts, technology, and higher order thinking skills; effects of peer status and self-efficacy on small group interactions; national technology standards; multimedia tools and case-method pedagogy; computer use in English as a Second Language instruction; the changing role of the teacher; assessing technology-assisted use of information; creative uses of digital technologies; classroom community in postsecondary classes; teachers' and principals' perceptions of barriers to the use of computers; a "blended-technology" approach to distance education; scoring activities on integrating technology during preservice training; benefits of an educational technologist in middle school environments; enhancing attitudes toward technology for middle school girls; effects of multimedia training on teacher-centered versus student-centered classroom behaviors; comparison of preservice, inservice, and non-teacher education majors on technology confidence, ability, and use; domains of adaptation in technologically-mediated classrooms; impact of instructional technology on student achievement; use of Nvivo for classifying synchronous dialog resulting from Web-based professional development; professional development online; a Web-based precision teaching approach to undergraduate physics; teachers' roles in classrooms with/without computers; Internet-based learning environments in higher education; and technology in Arizona. Most papers contain references. (MES)