Advances in educational technology and its increasing availability in K-12 schools make it incumbent upon colleges of education to look critically at how technology is integrated into teacher preparation programs. In seeking to prepare teachers for the next century, college faculty are increasingly being expected to utilize and model the use of technology; to facilitate its use by their students; and to integrate technology into instruction. Unfortunately, the literature reveals that technology is not systematically integrated into many preparation programs and that the lack of equipment, training, and time often limit opportunities for both faculty and students. This article reports the results of a faculty self-study at Louisiana Tech University regarding: (1) faculty use of technology in planning and instruction; (2) required student use; (3) perceived obstacles to increased use; and (4) faculty interest in professional development in technology. The results have been used to develop a strategic plan to increase faculty use of technology within the college, including external grant development, allocation of additional funds and staff, and faculty collaboration to increase the use of technology instruction. (Contains 17 references.) (Author/ND)