{'fraction_non_alphanumeric': 0.015258215962441314, 'fraction_numerical': 0.0035211267605633804, 'mean_word_length': 5.934959349593496, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Message from ISTE’S Publications Committee

Abstract This article reports some useful lessons for teacher preparation programs that are contemplating integrating technology into their curricula. The findings are drawn from a study of IBM’s Teacher Preparation With Technology Grant Program, which funded 144 technology integration projects. This study examined not only what problems the programs encountered but also the strategies they used to overcome those problems. The four biggest problem areas encountered were: leadership and administration, faculty, technology, and the grant administration. The most significant stumbling block to technology integration in future projects appears to be faculty resistance. The lessons discussed herein point to the need for considerable advance planning and needs assessment before project implementation.