Prepared for a 1984 Organisation for Economic Cooperation and Development (OECD) conference, this report discusses the implications of the adoption of the new technologies for teacher functions and for the education and training of teachers. The developments taking place in the technologies themselves and the growing understanding of just how wide implications of the new information technologies might be for education are also considered as factors having an important bearing on teaching functions and teacher education. The role of primary education, the emergence of the new information technology coordinator, and teacher competencies are discussed in relation to the current state of affairs in response to the new information technologies; teacher competencies identified include basic machine understanding, management of hardware, software applications, and pedagogic use. Five areas of technological development--processing power of microcomputers, information storage, multimedia resources, software development, and communications technology--are identified and discussed in the context of changes in teacher function. Implications for teacher training--preservice structure and resources, research and development, and need for policy guidelines--are reviewed, and specific strategies for teacher education development are presented. A four-page bibliography concludes the document. (MBR)