The call for teachers, administrators and other facilitators of learning to integrate technology in education has been an ongoing one for many years, ever since the term "instructional technology" was first clearly defined in the 1970s, or perhaps even before. [See Reiser (1987) for early definitions of this term.] Whatever may be the interpreted or accepted meaning of the term "instructional technology", it should be appreciated that such meaning has been evolving, and perhaps will continue to evolve as new technologies continue to emerge.

It is evident that individual lecturers have to use technology in delivering course materials in the teachers colleges. However, to effectively integrate "technology" into teacher education, lecturers must consider several major issues, such as justification, and long and short-term plans, as well as purchasing safety, and equipment accommodation. This paper presents several issues to be considered in the process of integrating technology into the curriculum of the teachers colleges. Attempts are also made to alleviate fears associated with using technology in the classroom