This document contains papers on instructional technology research from the SITE (Society for Information Technology & Teacher Education) 2002 conference. Topics covered include: professors share their thoughts and feelings with their students; faculty reflections on teaching online; integrating technology into preservice teacher education; results of a student attitudinal survey; optimizing informal learning experiences in the home and school; instructional design strategies for summer online courses; advancing teachers through stages of adoption of technology in the classroom; teaching technology infusion to inservice teachers; assessing and predicting information and communications technology literacy in education undergraduates; impact of the Gates Foundation's Teacher Leadership Project; simulating and evaluating the Yekioyd methodology; effects of training in an interactive television environment; influence of gender, grade level, and teachers on the selection of mathematics software by intermediate students; why some African American youth's selves are driving the digital divide; using technology to encourage motivation and achievement in academically at-risk secondary students; a Web design project adopting the constructivist model; the relationship between school and teacher variables and students' usage of technology; deepening the impact of technology through an inquiry approach to teaching and learning; teaching activities through the Internet at Anadolu University (Turkey); using information visualization to enable teachers to search and teach with the Internet; influence of home access on attitudes, skills, and level of use for teachers and students in technology integrating classrooms; computer-mediated discussions of a multimedia case study of mathematics teaching; renewal of teacher education through networked learning communities; effectiveness of statistical training with computer simulation; educating the future generation; the role of intelligent tutoring systems in education; supporting classroom discourse with technology; effectiveness of a planning strategy for online course development; effects of computer use on intrinsic motivation for continued study of a content area; a national online survey of education faculties' use of technology in preservice teacher education courses; stakeholder perceptions of the use and value of computers and technology in an elementary school setting; evaluation of motivation, interactivity, and learning styles in Web-based instruction and online courses; institutionalizing technology in schools; comparison of measures of achievement and interactive technology use in distance education; effectiveness of two models of technology integration in a preservice teacher education program; use of qualitative methods in program evaluation; children's use of the Internet at home; and technology resistance and barriers. Most papers contain references. (MES)