It must be planned, however, and cannot be expected to just happen. Offer a systematic sequence of workshops and seminars through either the Office of Information Technology or the Technology Training Center, the completion of which could be required by all new teacher education students. It is unreasonable to expect any of these units to take on the challenge of helping students in the college reach this stage based on their current budget allocations. Since the students will come to these courses already familiar and confident with different technologies, professors will be able to concentrate on their specific subject area and not the teaching of the specific technology. Departments in the College would then be free to concentrate on technology integration in their specialized area in all of their courses throughout a student's program of study.
Faculty can work with students to creatively use technology in their specific subject area.
Even new teachers who are technologically sophisticated will not spontaneously opt to use technology effectively unless their methods instructors show them the way. Therefore, modeling the use of technology in the classroom is an important factor during this stage and can only be expected to be successful if methods instructors are committed stakeholders in this process. Therefore, a program for faculty development should be considered to assist faculty who are interested in learning more about technology integration. Unlike the commonly held perception that most faculty are unwilling to integrate technology into their own teaching, we believe that faculty simply do not have the time or resources to appropriately gain the necessary skills on their own. To expect them to do so without a faculty development plan is unreasonable.