The communication revolution has stimulated teacher education institutions in many countries in the world to integrate modern technology such as the Internet into their programs. However, just transferring traditional text-based materials to the World Wide Web is often counterproductive. This paper focuses on the experiences of 12 Sri Lankan teacher educators as they developed Internet-based study materials, while undergoing specialized postgraduate training at the University of Wollongong (Australia). As experienced teacher educators, yet novices to the Internet, each of them developed a Web study guide, targeting Sri Lankan teacher trainees. The study analyzed the ways in which the educators transformed information, the design patterns adopted, and the issues they faced. Initially the effects of limited knowledge and skills upon the development of instructional materials that made use of this new technology resulted in the development of limited educational strategies. However, as the experience levels rose, the design of learning experiences became more inventive, but more time was needed to influence the way the teachers thought about their learning and the learning of their students. (Contains 32 references.) (Author/MES)