The infusion of technology in education and training activities is not a new development. There is ample evidence in research and related litera­ture to show that interests in and explorations of the potential of technol­ogy to enhance teaching and learning have always been heightened with every new age of technology innovations.

In-service teachers are conscious of the potential educational gains that could be made through the integration of technology in the delivery of instruction. Despite this, many are unable to make the quantum leap to embrace technology because of the challenges which they face. What are the barriers which prevent teachers from integrating computer technology in teaching? How can these barriers be overcome?

Purpose of the Paper 
The purpose of this paper is to do the following:
1. To trace the development of two models for training teachers by dis­tance delivery used by the University of the West Indies (Mona) over the past twenty-five years, with special reference to provisions for quality control. The models are the Certificate in Education by dis­tance and the Bachelor of Education in Secondary Education by dis­tance/ summer and on-line.
 

It began one Monday evening as I entered the room where I thought I was going to meet the small group of graduate students who had signed up for my course: Introduction to Qualitative Methods in Education. As an educator committed to the use of critical pedagogy, I had planned, among other things, to engage this small group in deep, meaningful and dynamic conversations that would facilitate the development of their individual and collective Voices. Imagine my dismay when I opened the door and found all of fifty-six nervous looking students crammed into the room!

One of the challenges that continue to face teachers in Jamaica is finding practical, meaningful, on-going professional development. One critical underlying question is: Why has the teaching strategy, learnt during a pro­fessional development workshop or seminar that everyone was excited about at the beginning of the year, faded from use by the end of the year? Another question is: How can we guarantee that teachers will continue to practise new classroom strategies throughout the year, not just during the weeks immediately after the initial training? 

The pervasive use of various technology tools is a characteristic of life in the 21st cen­tury. Computers and related technologies are commonly used in business, industry, and various aspects of the educational system far communication, increasing productivity research, data processing among others. Teachers entering the classroom after completing their training in teachers colleges will find that the blackboard, charts and audio-visual aids such as the television are not the only instructional tools available to them.

The future of education in Jamaica calls for faculty that demonstrates a predisposition to embracing change and to teaching others to do so; a faculty that is proficient in using technology to enrich teaching and learning; a faculty that is globally oriented; and a faculty that is prepared to undertake the challenges that lie ahead.

Technical and Vocational Education is promulgated by many in Jamaica as the key to national development. Many claim that this is a key ingredient in the requirements for success as a developing nation. A good technical and vocational education base is viewed by many as important to the development of the workforce, and will eventually attract foreign investors wvho will consequently employ more people, ultimately reducing the nation's dependence on imported goods and services and reducing in the unemployment rate.