This study measured the level of implementation of computers and other technologies within teacher education method courses and noted how much computers were being utilized for developing problem solving abilities that could be used in the K-12 classroom curriculum. Surveys of Arkansas teacher educators from colleges affiliated with the National Council for the Accreditation of Teacher Education (NCATE) examined: demographics; personal use of computers and related devices; compliance with NCATE and International Society for Technology in Education (ISTE) recommendations for teacher educators to be knowledgeable about current practice related to the use of computers and technology and integrate them into their teaching and scholarship; and use of technology for realistic problem solving experiences. Results indicated that four respondent characteristics showed significant relationships with knowledge level and use (familiarity with ISTE competencies, age, rank, and tenured position). Survey responses suggested that methods instructors were using the Internet and World Wide Web for student assignments involving information access, email for communication, and word processed documents for class assignments. They were not using databased or spreadsheet applications for class assignments that would require higher order thinking and problem solving skills. (Contains 47 references.) (SM)