The purpose of this research study was to provide information to faculty, administrators and state departments of education about the level of integration of computer technology into teacher education programs. The stated problem of this research was to determine the correlation of the use of computers by education faculty with national standards for preservice teachers. A review of the literature identified the continuing growth of computer use and a growing acceptance of national standards for computer literacy in K--12 and higher education settings. To determine the extent of computer use among education faculty, a three-part survey was developed. It including a Likert-type scale based on technology-use standards developed by the International Society for Technology in Education, questions regarding teaching experience and computer skills, and open-ended questions allowing for input on support for or obstacles to the integration of technology in the participating institutions. The study included only programs in Vermont which certified students to teach in K--12 settings. Surveys were sent to private and state institutions, with a total return rate of 46%.;Once data gathering was completed, analysis was done using JMPin, a version of SAS. Data were analyzed using descriptive statistics, and significance was tested using Pearson\u27s product-moment correlation for continuous data and chi-squares for ordinal data. Faculty were asked to what degree they modeled and/or required the specific standards for preservice teachers. Of those who responded, 83% reported modeling the standards to a low to moderate degree, while 90% reported requiring the standards at a low to moderate degree. Analysis of the correlation between teaching experience and the modeling and requiring of the standards showed little significance. There was a positive correlation to the faculty\u27s rating of their own computer skills. The open-ended questions brought forth comments including appreciation of strong institutional support, and concerns about technology training and time to use the skills learned. The results indicated that there were faculty at all the colleges who were modeling and requiring technology skills, which are now being required for certification in Vermont and 42 other states
