This report from the Centre for Educational Research and Innovation (CERI) presents responses to a questionnaire and supporting documentation from 107 universities and 22 member countries of the Organisation for Economic Cooperation and Development (OECD). The survey covered 154 projects on teacher training, research, and evaluation in information and communication technology conducted between universities and primary and secondary schools. The first of two parts of the report begins by covering the context of the survey, including two levels of expertise for teachers in the pedagogical uses of information technologies; the role of universities in teacher training; and the objectives and organization of the survey. It then focuses on analysis, including the basic data on the projects; the main issues in their implementation (compensation of teachers' time, status of research and development, interdisciplinary and new educational technologies, and communication between researchers and teachers); improvement in cooperation between partners; and an increasing role for universities. A copy of the questionnaire is appended. Part II, which makes up the larger part of the report, presents fact sheets on projects in Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Ireland, Italy, Japan, Luxembourg, the Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom, and the United States. Each fact sheet provides the name of the project, a contact person, the duration, funding, associated universities, the aims of the project, its implementation, and its products. It is concluded that the results of the work to date show that the potential of the new information and communication technologies for improving learning and teaching will not be realized unless teachers are well trained and retrained in the pedagogical use of technology in the classroom. (ALF)