This paper chronicles the long-term development of a conceptual framework for the training of prospective teachers in the area of computer competence. Today, that conceptual framework drives the curriculum of an information technology course required of students in all teacher certification programs at William Jewell College (Missouri). The four basic application types of the conceptual model include word processing, database management, draw and paint applications, and spreadsheet applications. Internet technologies constitute a new dimension that demands a place alongside of these four basic application types. Topics discussed include the definition of computer literacy by the college's QUE (Quality Undergraduate Education) Committee; funding issues; faculty development and the role of the faculty in the campaign to integrate computer literacy into the curriculum; use of the Macintosh graphical user interface; migration from local area networks to the Internet; evolution of the information technology course; and implications of Internet technologies for the course, including instructor modeling of expected behavior, student projects, reflections, and future plans. (AEF)