The authors discuss how they use technology and the Internet in their roles as teacher preparation instructors and discuss several ways they do this. These include the use of interactive case-based teaching which the authors state is ".. emerging curricular innovation that enhances the skills of novice teachers to analyze a situation, to formulate action plans, and to evaluate those actions with respect to specific context variables."

Specific technologies or methods that the authors use are, video clips, audio clips, graphics, hyperlinks, and discussions. Video clips are used to provide instructional strategy examples, or to show behaviors that the pre-service teachers might witness as they begin teaching. Audio clips provide tips from experts on theory and practice. Graphics aid by visually illustrating points, concepts or processes. Hyperlinks to information available online provide not only information but also an experience in how rich an information resource the Internet can be. Discussions via email, listservs, newsgroups and other means help extend student interaction beyond normal class time.

Another important use of the Internet discussed by the authors of this article is that of providing research to educators. They detail how educators can access electronic data bases like ERIC but must be prepared to sort through numerous false leads and often overly technical language. Another method of using the Internet to access research is by locating web sites but they warn that these sites often do not have specific information about special education interventions and even if they do there may be no assurance that the interventions have been shown to be effective. The third way that the authors relate using the Internet to provide research to educators is through the location, use and perhaps contribution to sites that do have specific information about research validated interventions. The authors express a preference for this method and give their site (http://curry.edschool.virginia.edu/go/specialed/information/interventions.html) as an example of such a site.

The authors conclude with information on their uses of class presentations, discussions outside of class time, and assignments as ways they use technology and the Internet in their practice as teachers of future teachers. Presentations are web pages that serve functions much like the presentations one would prepare with PowerPoint, Astound, or other such software products. These may include text, sound, graphics, and even video and be used to supplement or support classroom based activities. Discussions are used to extend student to student or student to teacher interaction beyond the time and place of the class. Assignments in these examples use HTML forms to let students interact with questions and receive feedback on performance as well as to foster further reflection and discussion about class activities.

This article makes a strong case for not segregating the teaching of technology to computer classes but rather to make use of technologies, infusing them throughout the teacher preparation curriculum as a way to improve that curriculum and to help pre-service teachers understand how to better integrate the same technologies in their teaching.