The purpose of this study was to test two hypotheses: (1) that participation in a course providing theory and practice in the classroom use of technology promotes its use and results in gained competence in technology use; and (2) that functional relations exist among the availability of technology in the classroom, technology utilization, and competence in technology use. Fifty-five graduate students participated in a course in the classroom use of technology tools. Statistically significant differences emerged between pretests and posttests on technology use, pointing to the effectiveness of the interventions. Further, as hypothesized, competence in the use of technology in the classroom proved to be a direct function of the degree of technology utilization. (Contains 1 table and 1 figure.)