A STUDY WAS CONDUCTED (1) TO ASCERTAIN WHAT EMPHASIS COULD BE PLACED ON THE EFFECTIVENESS OF VARIOUS TYPES OF INSTRUCTIONAL MEDIA FOR PRESERVICE TEACHER EDUCATION PROGRAMS, AND (2) TO ESTABLISH EFFECTIVE PROCEDURES FOR THE SELECTION AND UTILIZATION OF THESE MEDIA FOR TEACHING. THE PROCEDURES INVOLVED (1) CONDUCTING A LITERATURE SEARCH, (2) PREPARING A LIST OF INFORMATION, SKILLS, ATTITUDES, COMPETENCIES, AND EXPERIENCES, (3) USING A QUESTIONNAIRE AND INTERVIEWS TO GATHER OPINIONS OF SUPERVISING TEACHERS, (4) USING THE PREVIOUS INFORMATION FOR SELECTING EXPERIENCES TO BE USED IN THE INSTRUCTIONAL PHASES OF THE PROJECT, (5) PLANNING AND CONDUCTING 20 HOURS OF CLASS INSTRUCTION, (6) COORDINATING THIS INSTRUCTION WITH 3 MONTHS OF LABORATORY WORK IN INSTRUCTIONAL MEDIA FOLLWED BY 3 MONTHS OF STUDENT-TEACHER FIELD EXPERIENCE, (7) CONDUCTING AN ORGANIZED FOLLOWUP, AND (8) ANALYZING ALL COLLECTED DATA ON A COMPARATIVE BASIS. CONCLUSIONS INDICATED--(1) IF SPECIFIC EMPHASIS IS PLACED ON THE CLASSROOM USE OF INSTRUCTIONAL MEDIA DURING PRESERVICE TEACHER EDUCATION, THAT THE RESULTS OF THAT EMPHASIS WILL BE REFLECTED IN THE EFFECTIVENESS OF THE CLASSROOM USE OF SUCH MEDIA BY BEGINNING TEACHERS, (2) INSTRUCTIONAL USE OF MEDIA SHOULD BE EMPHASIZED DURING STUDENT-TEACHING, (3) PRESERVICE EMPHASIS ON INSTRUCTIONAL MEDIA SHOULD RECOGNIZE CONDITIONS IN THE SCHOOLS EMPLOYING TEACHER-EDUCATION GRADUATES, (4) THE INSTRUCTIONAL MEDIA PROGRAM FOR PRESERVICE EDUCATION SHOULD BE HIGHLY FLEXIBLE TO ALLOW FOR ADAPTATION OF CONTENT TO THE CHANGING STATUS OF TECHNOLOGICAL DEVELOPMENTS IN TEACHING MEDIA. (HB)