The school of education at Indiana University Southeast (IUS) adopted a program to incorporate technology into preservice teacher education and practicum training. Students in the program were nontraditional undergraduate junior and senior level elementary education majors. Students enrolled in a team-taught, 6-semester-hour block of Language Arts/Reading Methods with a field experience component at rural Galena Elementary School where IUS students worked with small groups of fourth and fifth graders. The long term goal of the program was for IUS graduates to be users of technology in their own classrooms. Participating students gained background knowledge on literacy instruction before beginning the practicum. The practicum involved observation, working directly with children, and teaching theme-based units that incorporated critical thinking and problem solving strategies. They used collaboration and cooperative learning groups to plan lessons although lessons were taught individually. A large segment of the practicum was focused on the integration of technology into thematic units. "Scaffolding" was another strategy used with the participants, i.e., the students attended workshops, "played with" the software, and role-played prior to using it with the children. Comments from Galena teachers indicated that the undergraduate students had added another dimension to the total language education of their students. Problems included elementary student discipline, time constraints, and occasionally greater computer literacy on the part of the elementary students than on the part of the ISU students. (JB)