This document contains the papers on the PT3 (Preparing Tomorrow's Teachers to use Technology) program from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: modeling instruction with modern information and communications technology; transforming computer coursework for preservice teachers; facilitating teachers' design of engaging learning environments; an embedded approach to faculty technology development; providing for higher education faculty professional development; infusing authentic, content-based technology during teacher preparation; collaboration of preservice and inservice teacher to integrate technology into a K-8 classroom; hypergroups as a community-building tool; assessment of technology skills and classroom technology integration; models of technology diffusion at public universities; technology standards for preservice teachers; preservice teachers and children working together at the computer; online discussion as a catalyst for metacognition by students and professors; effects of World Wide Web pages design instruction on the computer self-efficacy of preservice teachers; change as the constant in creating technology-rich learning environments; Maryland technology outcomes and performance assessments for the beginning teacher; using technology-rich cohorts for training teachers; scoring preservice teachers' electronic portfolios; using a course management system in the mathematics classroom; models, mentors, and mobility in a teacher education program; electronic portfolios as a capstone experience; interactive environments for university faculty, inservice, and preservice educators; teaching in the information age; technology-rich education for tomorrow's teachers; technologically enhanced cornerstone courses; use of development teams in problem finding; mentoring collaboration to integrate technology in the science curriculum; critical approaches to technological literacy and language education; evolution of an online data acquisition systems; energizing teaching to empower students through emerging technologies; faculty technology coaches; bootstrapping online organizational knowledge; using a survey to design and evaluate professional development activities; coexistence of technology and healthy active lifestyles; working with urban schools across the digital divide; rethinking teaching and learning in the age of the virtual classroom; developing techno-savvy English language arts teachers; a technology consultant model in a project-based preservice teacher education program; resources to promote visual communications; faculty development as an agent of technology change; meeting the accountability challenge electronically; high touch mentoring for high tech integration; technology camps as catalysts for increased technology integration; integrating technology into science instruction; faculty mini-grants; preservice teacher responses to the restructuring of the traditional educational computing course; state-wide collaboration among three PT3 grant recipients; and collaborative action communities for preservice technology integration. Most papers contain references. (MES)