Schools of education can model best practices for new teachers by preparing faculty to infuse technology throughout the curriculum. The CEO Forum School Technology and Readiness Report on Professional Development ((CEO Forum, 1999), a Type 2 study, recommends that schools of education promote technology infusion through faculty incentives, accreditation, coursework, and promotion. The CEO Forum supports national accreditation guidelines (NCATE, 1997) that call for:

• "Students [to] complete a sequence of courses or field experiences, which allows them to understand technology as it relates to the subjects that they plan to teach.
• Faculty members [to] know about current technology-related practices and use them in their teaching and scholarship.
• Institutions [to] provide, maintain, and support computing, communications, and instruction technology at least at the level they do in their other schools or programs" (p. 10).

Incentives such as a reduced teaching load for a semester enable education faculty to learn to use technology. The CEO Forum report cited above describes the modeling of best practices at Peabody College of Vanderbilt University. Faculty members were offered a "reduced teaching load for a semester so they could spend time revamping their courses" (p. 19), in order to infuse technology throughout the curriculum. The opportunity for education faculty to learn to use technology enabled student teachers at the college to use multi-media materials and digital resources to view video clips of classroom instruction and to interact with instructors (CEO Forum, 1999).

Observations of technology lab instruction can help education faculty to infuse technology into pre-service teacher courses, and technology use for completion of assignments can help pre-service teachers become skilled users of technology. Willis & Raines (2001), in a Type 1 paper, describe the evolution of a Northern Arizona University course, "Diversity, Technology and Literacy in Secondary Education." Education faculty joined pre-service teachers as students in the technology lab "so that in the future they will be able to teach these technology components themselves"(p. 60). The lab instructors were two former classroom teachers skilled in technology.

The technology lab was one component of a course designed to prepare secondary teacher candidates to meet the needs of diverse student populations and to become "skilled in the effective and ethical use of technology in classroom instruction" (p. 58). The course was aligned with the pre-service teacher competencies for technology education and standards recommended by the National Council for the Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE) (Wetzel, 1993).

The course required each student to join two interdisciplinary teams to solve authentic school related problems such as:

• A PowerPoint presentation to mock-school boards and special education evaluation teams.
• A WebQuest that they would use with their high school or middle school students in each of their respective content areas. (WebQuests are inquiry-oriented activities in which some or all of the activities are conducted using the Internet.)
• A long term WebQuest, where the learner will have deeply analyzed a body of knowledge, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, online or off.
• Multiple uses of spreadsheets, from setting up a worksheet to calculating grades, to keeping athletic team statistics or club accounting records.
• Creation of a newsletter they might send home to parents, or their own students might be taught to create with word processing or desktop publishing.
• Examination of the ethical implications of technology in classrooms, including "gender equity, equity of access, students with special needs, copyright and responsible use of the Internet" (p. 63).