This study examined the technology-related perceptions, habits, and training/professional development experiences of first- and second-year teachers. The goal was to provide objective, research-based information on the preparedness of "new" teachers (as compared to "experienced" teachers) to implement various forms of technology to support classroom instruction. The purpose was to determine how prepared new teachers thought they were to implement technology in the classroom when they first started, as well as how they have progressed due to hands-on experience, inservice training, outside courses, and home computer use. An analysis of results is provided in terms of: response rates and demographics of survey sample; new teacher preparation for technology in the classroom; teachers' use of computers at home; teachers' use of computers at school; new teachers' comfort level with e-mail; technology-related inservice training experiences of new teachers; the role of the school in providing adequate training and support; new teachers' preferred sources of information; and educational publications, associations, and conferences. Following a concluding section, 116 tables are appended. (AEF)