The infusion of technology in schools, colleges, and departments of education (SCDEs) may be placed along a continuum. At one end of the continuum, technology infusion is described as not being central to the teacher preparation experience. At the other end of the continuum, progress is represented by changing courses and changing thinking. This Digest reviews preservice student use and teacher education faculty use of technology as well as the institutional capacity of SCDEs. Models of technology integration at the University of Virginia, Western Illinois University, and Michigan State University schools of education are identified as having implemented long-term efforts to infuse technology throughout their programs. Support for change includes the National Council for Accreditation of Teacher Education revision of standards for implementation in the year 2000; and States requiring more capability with technology through licensing and certification standards. Positive movement along the continuum is represented by a report from the National Commission on Teaching & America's Future indicating that SCDEs are doing much more to meet the challenge of technology infusion than is commonly believed. (Contains 9 references)(LL)