This paper examines the place of technology in augmenting future teachers' conceptual awareness and professional skills, highlighting major assumptions about integrating technology into teacher preparation programs (e.g., students have some level of technological literacy prior to entering school, computers are basic necessities in today's schools, and technological literacy is a major skill that must be integrated in education). Other propositions that affect the educational process of students and teachers in technology settings include: incomplete teaching is vital for complete learning; adequate guidance promotes independent, lifelong learning; and effective learning involves inquiry, reflection, and discovery. As technological advances influence educational reform, teachers' roles are changing to meet new learners' needs. The paper examines shifting paradigms in schools resulting from technology and multimedia instruction. For example, education has shifted from passive learning to active engagement, teacher dependency to learner independence, and dissident education to confluent education. Embedded in confluent-based paradigms are several goals, including: developing critical literacy and global world views; understanding oneself by understanding others; and enhancing unity through diversity and multicultural literacy. Confluent techno-pedagogy includes; online multicultural strategies, activities, and tasks; multimedia modes of learning and teaching; and electronic interactive assessment and evaluation tasks. (SM)