In recognition of the need to improve preparation of future teachers and following a series of discussions, the faculty of a mid-sized college's department of elementary education devised a plan to integrate technology into their preservice teacher education courses. Faculty members agreed to participate in a 3-week preliminary group experience. Consideration of faculty input, review of current literature, and dialog with teacher educators revealed three conditions that have a strong impact on the quality and nature of teacher education faculty use of technology: training, access, and context. The program devised by the committee, therefore, included a training program designed to meet the needs of faculty members with varying degrees of expertise. Following the training program, both full and part-time faculty who had participated were given access to office equipment. Finally, issues relating to context included a commitment to group support, shared experiences and materials, and more integration of educational technology in classroom instruction and assignments. These elements formed the foundation for preliminary program development, and they are expected to be critical in the ongoing integration of technology in the teacher education program. Contains 11 references. (AEF)