Using a panel of 50 experts in media and/or teaching, this study identified 69 educational technology competencies perceived to be related to teaching effectiveness. The questionnaire developed from the initial investigation (the Inventory of Teacher Competencies Related to Educational Media) was used with representatives from 26 institutions of higher education in Alabama with state-approved teacher education programs to assess their perceptions of teacher competencies related to educational media at the preservice level, and the degree to which the competencies were being taught in teacher education programs in Alabama. Results indicated that media specialists, teacher educators, administrators, and teachers perceive educational technology competencies for teachers as highly important, but that preservice preparation program graduates have not utilized educational technology at the importance levels established by the experts' and institutional representatives' perceptions. Most competencies were perceived as "very important" by the representatives. The only two competencies rated as less than "moderately important" concerned the use and operation of microcomputers. No single competency was taught in more than 57.1 percent of the institutions. This report includes data tables, 23 references, and an appendix with the ranked teacher competencies. (LMM)