Editorial. The hard, but rewarding, work of collaborating across sectors - dance in cross-sectoral educational collaborations

The paper is devoted to the consideration of the problem of finding approaches to assessing the level of formation of teachers’ readiness for research activities, as one of the important components of their professional practice. Recognition of the significance of the phenomenon under consideration in the educational sphere and the realization that the system of pedagogical support for research activities of future teachers in pedagogical higher educational institutions, and teachers in the system of raising their qualifications to some extent outdated, require their substantial renewal. In this connection, the problems of searching for approaches to the study of ways of forming teachers’ readiness for research activities become relevant, which makes it necessary to build a model of such readiness itself. The aim of the paper is to analyze the state and develop a model of readiness for research activities of students of a pedagogical higher educational institution and teachers of educational institutions. The main research methods are theoretical analysis of scientific and psychological-pedagogical literature devoted to the problem of research, testing of teachers of general educational institutions, bachelors and masters studying at a pedagogical university, methods of mathematical processing of statistical data. Means of researching the problem posed is criterion-based questionnaire-test tools, which allow to identify correlation dependencies between the indicators of the components of readiness for research activities and the levels of its formation. The study was conducted on the basis of the Krasnoyarsk State Pedagogical University named after VP. Astafyev with the participation of bachelors, master and teachers of educational institutions. The analysis of the state of the problem of research activities in the training of future teachers in a pedagogical university and teachers of educational institutions based on questionnaire and test diagnosed tools revealed correlations between the indicators of the four components in the structure of students’ readiness for research (motivational, cognitive, activity, reflexive) and levels this readiness (student, practitioner, theorist, research leader). The obtained dependencies and research data allowed to form a model of readiness for research activities of students of a pedagogical university and teachers of educational institutions, describing the degree of formation of each component at each level. The article materials may be useful for the organization of computer diagnostics of the readiness in question. Such diagnostics will not only allow automated identification of the level of readiness for research activities, but also give recommendations on the development of a particular characteristic, show how close the respondent is to the next level and what he needs to do to do this.

Teachers are the front -line providers of quality education . They constitute the single largest input of the endeavor for improving the quality and relevance of the education system . Quality of education , in its broadest sense , depends to a considerable extent, on the quality of teaching workforce. Teacher's competency and commitment are functions of teacher education programme , its pre-service and in- service components . The best of curriculum , textbooks and infrastructure support system are of little significance without the alchemy of teacher's reflective thinking and pedagogical skills. Teacher preparation and teacher development are the critical components of a sound system of teacher education . Teacher Education Institution plays a vital role in creating or preparing teachers of future generation . Teacher Education Institutions like College of Teacher Education (C.T.Es), Institute of Advanced Studies in Education (I.A.S.Es), District Institute of Education And Training (D.I.E.Ts), Elementary Teacher Education Institution (E.T.E.Is) and Block Institute of Education and Training (B.I.E.TS ) have important role in capacity building of teachers . Teacher Education institutions serve as key change agents in transforming education and society . DIET plays an important role in developing teacher's competency at elementary level . and Keywords: Quality education, NEP 2020, Teacher's competency , Teacher Education institution.

One of the many problems assailing Philippine Education, according to the Congressional Commission on education (EDCOM), is the progressive deterioration of basic education (EDCOM Report, 1993). It also notes that our elementary and secondary schools have failed to teach the expected competencies to the students, as much as it reveals that the teachers are the main culprits, one reason being that many teachers themselves do not posses at least the minimum teaching competence. In 1997 the Filipino grade and high school students ranked 37th and 38th respectively in a test administered to 39 nations for the Third International Mathematics and Science Study. This is certainly one other instance that reflects the deplorable performance of most Filipino students. The 1993 EDCOM Reports again attributed such inadequacy to poor teacher preparation and training, as well as to the low quality of students enrolled in teacher training institution. The same observation echoes in one Professional Regulation Commission report in 2006, where it revealed that in the last four years, the national rate of passing in the Licensure Examinations for Teachers has not indicated any improvement. To exemplify, it noted that in 2005, only 26% registered a passing rate, as compared with the 27%, 26%, and 35% of the 2004, 2003, and 2002 respective rates. This may be one reason why the then Department of Education Secretary Florencio Abad had said in an interview account in 2005 that, apparently, basic education could not as yet deliver quality education because of the failure of most teacher training institutions to provide the department with quality graduates. The Presidential Commission for Educational Reform (PCER) must have been a bit prophetic when it found in a 2000 survey that some aspects of the educational system were either stagnating or deteriorating. It offered as evidence the perpetual shortfalls in classrooms, textbooks, and teachers; unsatisfactory achievement scores in Math, Science, and Language; increasing disparity among regions and between urban and rural areas; decline of private sector participation, and the recurring issue regarding language instruction. All these contributing factors, it further averred, took a heavy toll on overall teacher development, which, it claimed, as it cited the 1998 World Educational Report, has "in fact declined over the last 30 years and continues to decline in every region and most countries." To address these problems, PCER has recommended the implementation of Project Teacher Empowerment to Achieve Competence and Humaneness (TEACH), which aimed at strengthening the competencies of both in-service and pre-service teachers. In the same view, the Commission on Higher Education (CHED), in collaboration with the Teacher Education Council, developed the master plan for Teacher Education (CHED Report, 1997). This plan envisions to design programs for teacher education that will enhance the positive image of the teacher through a deliberate effort of improving the curriculum and the teachers' workplace. It also hopes to bring about a culture of excellence and world-class competitiveness, which will once more bring teachers at the helm of all professions. In this light, one of its earlier tasks was to require teacher education institutions (TEIs) to review, and if need be, redesign their curricula and syllabi. It also set up centers of excellence for the different areas that TEIs must be concerned with, such as, for example on research, science and math instruction, and teacher education. These various progressive initiatives done by the CHED to improve and uplift the teaching profession via the TEIs were largely made the basis for the crafting and eventual implementing of the CHED Memorandum Order No. 30 (CMO 30), series of 2004. This document on the "Revised Policies and Standards for Undergraduate Teacher Education Curriculum", seeks among other things, to define certain limits regarding the TEIs' education and other allied programs, competency standards, curriculum, and course specifications. Together with the Joint CHED-DepEd Memorandum, which was issued subsequently, certain guidelines for the implementation of the new teacher education curriculum were formulated for TEIs' compliance. Such moves created additional, albeit necessary demands on many TEIs. The Philippine Normal University (PNU), for one, which is considered as the country's premier teacher training institution, has been tasked to play a crucial role in addressing major educational issues and concerns. Being a Center of Excellence in teacher education on a national level, it has been its mandate to pioneer in delivering efficient and effective, yet innovative, relevant, functional, and quality program in teacher education. It thus becomes incumbent upon PNU not only to consider possible alternative sources for educating the teachers, but also to conceptualize and experiment on a variety of programs. While carrying out more vigorously its mandated objectives, functions, and responsibilities, the University embarked on a five-year modernization program which is predicated upon such a mission. Through this effort the Department of Student Teaching (DST) saw a rebirth of sort when the Board of Regents (BOR) approved its creation on January 12, 2003. Where it used to be for many years only a unit under the Department of Curriculum and Instruction, it is now an independent department. At its inchoate stage, the DST, saddled with such challenges as are brought about by university-wide changes and development, already finds it difficult to provide quality experience to its clientele, the student teachers (STs). For one, there is now a mismatch between the growing number of STs and the present condition and circumstances prevailing in the Center for Teaching and Learning (CTL) where they hold their campus teaching practicum. There is, for example, only one class in certain grade/year level at the Center for Teaching and Learning (CTL) that can accommodate only a few STs at a time. With the total number of STs per term ranging between 600 to 700, accommodation problems definitely boggle the mind. Given also the substandard classrooms in terms of size and facilities, most STs have to stay outside while the class is going on. This situation somehow deprives them of the learning they otherwise would have gained from observing the supervising instructors (SIs) or their peers teach the class have they been inside the classroom all throughout the session. For another reason, especially in the high school level, there are majorship areas that lack corresponding SIs. Records show that in recent years, CTL high school teachers' specialization is only in such areas as English, Mathematics, Filipino, and Biology. The STs whose major fields of concentration are in General Science, Chemistry, Physics, and Values Education are, therefore, not given proper placement. Considering that STs stay only for a quarter of a term in either the campus or off-campus internship program (which runs for only about 12 weeks of exposure for observation and actual instruction), the special Wednesday policy at the CTL, following the university practice, may seem to be a bit ruinous on quality, even adequacy, of learning that the STs should otherwise be gaining. Moreover, although the co-and extra-curricular activities are important part of the student teaching experiences, the instructional skills that can be developed from actual classroom work may again be put to task, if too many such activities are held within the 6-week period of internship (e.g. boy/girl scout investitures, Sportfest and field demonstrations, which could eat a lot of time from STs for student rehearsals). All these confirm the findings of the 1999 CHED-PNU Collaborative Research on Laboratory Schools (CORELS) to the effect that greater participation and actual classroom teaching are more apparent in off-campus than on-campus teaching experience; and that a significant number of TEIs have neither been giving adequate exposure nor have accomplished many activities that develop the pre-service teacher competencies to a greater extent. There is, however, one other thing to consider should a revision of the STP become a necessary option. This concerns the Joint CHED and DepEd Memorandum Order, which has been issued under DepEd order no. 39, s. 2005. With its premise that says that student teaching being one of the most important and crucial phases in Teacher Education and that all TEIs and public and private schools involved "shall ensure that students teachers are well prepared for their eventual assumption as teachers," it further requires that TEIs and DepEd schools concerned "shall forge a Memorandum of Agreement (MOA) with the TEIs which should stipulate the administrative and financial arrangements effective SY 2005-2006." It has, thus, set some collaborative guidelines regarding deployment of Preservice teachers for their Field Study and Practice Teaching courses and the specific roles and functions that CHED, DepEd, and TEIs are expected to perform. With this new concern emerging, most TEIs, especially SUCs whose budget has been slashed down, face another challenge insofar as implementing their STPs are concerned. Because of these challenges and concerns, the DST deems it necessary to rethink the structures as well as the overall system involved in the STP that it presently implements, especially since some of the practices it has observed through the years virtually bear little relevance to the existing demands, concerns, and recent developments in student teaching. New modalities, therefore, need to be resorted to in order to fully address these concerns and challenges. As the UNESCO International Commission on Education for the 21st Century Report has so aptly stated, "...the profound changes required on teacher education (and for that matter, on student teaching), call not for

Aim: to evaluate the level of knowledge about dental trauma injury and first aid skills among teachers of educational institutions by means of a survey in Moscow, Russia. Materials and methods: A questionnaire, consisting of 4 parts and including 20 questions, including questions from the category of own experience in working with this problem, awareness of the problem of complete dislocation of the tooth, first aid skills and motivation for training. Several questions have multiple answers. The survey accepted 56 people from 1 educational institution. Results: the study indicated the knowledge level of teachers to be quite low. Early help reduces the risk of complications. The priority treatment provided within the educational institution will seriously affect the increase in the number of positive outcomes. Timely assistance, which can be provided by teachers from among the teachers of educational institutions, significantly reduces the risk of developing complications that can negatively affect the psychoemotional health of the child in adolescence. Early diagnosis, prophylaxis or treatment of dentate abnormalities at an early age help to avoid further progression of pathologies, save material means and time. Conclusions: the authors identified a lack of first aid skills in working with children who received an acute tooth injury, as a result of this, the need was revealed to train teachers of school educational institutions in theoretical and practical foundations for this group of pathologies, to conduct further clinical studies that will improve the epidemic situation around the world and in Russia in particular.

Background: Aging populations, increased life expectancy and technological advancements in healthcare have led to increasing chronic diseases and healthcare costs. The urgency of these challenges is causing many countries to focus increasingly on population-based health promotion. Recognizing the significance of local policymaking, WHO emphasizes the need for health promotion approaches within communities, with interventions tailored to specific community needs. To achieve this, citizen participation in the development of local health promotion interventions and policies is crucial. Furthermore, as the complexity of the health issues that these interventions and policies target often extends across and beyond healthcare domains, cross-sectoral collaboration is needed. However, when it comes cross-sectoral collaboration and citizen participation, varying systems and perspectives pose challenges. Goal: Previous literature reviews have focused on either cross-sectoral collaboration or citizen participation in population-based health promotion, but how both topics relate to each other has not yet been reported on. We aim to give a state-of-the-art overview of both aspects and describe the different perspectives, focusing on the question: what factors influence cross-sectoral collaboration and citizen participation in local population-based health promotion? We thereby look at health promotion interventions and policies directed at the entire population or specific subgroups, in local settings such as neighbourhoods or communities. We consider citizen participation as the involvement of citizens or the community in developing these policies or interventions. Methods: This scoping review employed a three-step search strategy. Initially, we used a limited search to identify relevant papers and keywords, followed by a comprehensive search in Pubmed, Embase, PsycInfo, CINAHL, Scopus, Global Health and Sociological Abstracts including Social Services Abstracts, using keywords related to cross-sectoral collaboration, citizen participation, health promotion and local context. Finally, we screened reference lists of full-text articles. Study selection involved screening of titles and abstracts by two independent reviewers using ASReview, an active learning software program. Inter-rater reliability was ensured through pilot tests. We assessed full-text articles against exclusion criteria. Data was extracted using a data extraction form, which was iteratively revised. Results: Our study is ongoing. The comprehensive search yielded 12,986 unique results. After title and abstract screening, 240 full text articles remained to be assessed for eligibility. Further results will be presented at the conference. We aim to highlight challenges and opportunities in cross-sectoral collaboration and citizen participation in population-based health promotion, shedding light on facilitators, barriers, and conditions. Lessons and next steps: This study aims to provide valuable insights into the complexities of cross-sectoral collaboration on population-based health promotion, while also emphasizing the significance of citizen participation and its impact on health promotion strategies. Our review will provide a comprehensive overview, bridging gaps in previous research by exploring the relationship between cross-sectoral collaboration and citizen participation, and will pave the way for future strategies aimed at enhancing community-oriented health promotion. Conclusion: Effective community-oriented health promotion necessitates robust cross-sectoral collaboration and citizen participation. Our study highlights the opportunities and challenges of collaboration between differing systems and perspectives and emphasizes the crucial, albeit complex, role of citizen participation in health promotion initiatives.

Purpose: The objective of the study was to determine the relationship between strategic planning and digital competencies in teachers of educational institutions.
 
 Theoretical framework: The conceptual approach according to David (2013), strategic planning refers to the development of three main stages, which are the formulation, implementation and evaluation of the strategy. In relation to digital competencies, connectivism should be highlighted, since this comes from educational technological knowledge, which have been favorable within an effective learning approach (Gašević et al., 2015; Brooks, 2015), this encourages the use of tools, to improve the research process; as well as teaching that is based on the interconnectivity of the participants.
 
 Method/design/approach: This research uses a quantitative approach. The subjects of this study are 170 teachers from educational institutions in San Vicente, Cañete - Peru. The variables of this study are strategic planning and digital competencies. The level of study is correlational, as it seeks to establish the existence of correlations between the study variables (Sánchez & Reyes, 2017). Being necessary to know the level of association between the study variables. Spearman's Rho test analysis techniques were used to test the hypothesis.
 
 Results and conclusion: The result of this study was that there is a correlation between the variables of Strategic planning and digital competencies in teachers of public educational institutions of San Vicente, Cañete-Peru being rho=0.357 and p=0.000<0.05.
 
 Implications of the research: This research contributes to the understanding of strategic planning that is determinant for the good performance of successful educational institutions based on the development of digital competencies in teachers of public educational institutions.
 
 Originality/value: The results obtained in this study are relevant and coherent in a socio-educational context that demands the adoption of actions that contribute decisively to the improvement of educational practices and the engagement of the school community.

The burgeoning conflict over the water sharing is now a global phenomenon. Many international treaties, laws and water management models are available to settle down the water sharing issues among the states like Absolute Territorial Sovereignty and the Upper Riparian, Absolute Territorial Integrity and the Lower Riparian and Mediated Strategy of Restricted Integrity. Inter-provincial water sharing issue in Pakistan is a classic example of upstream-downstream rivalry which has been traced back from the pre-partition history of Pakistan. Lower riparian province Sindh has a historical conflict with upper riparian province Punjab, Balochistan being lower riparian has water conflicts with Sindh, and KPK has water sharing issue with Punjab. The constitution has also empowered the existing institutions like CCI and IRSA and established several new rules for the water manageme among provinces. Currently, it has become the issue of federation and has disturbed the provincial harmony and national integration.

This chapter discusses an analysis of how action research can be used to develop collaboration between teacher education institutions and the practical field, aimed at enhancing professional relevance in teacher education. The context is an innovation project concerning teacher education schools conducted by the Department of Vocational Teacher Education at Oslo Metropolitan University – OsloMet and three upper secondary schools (the LUSY project). Methodological principles in two central approaches to action research, educational action research and dialogue-based action research, are analysed with a focus on how they can contribute to strengthening coherence and relevance in teacher education. The fundamental principles of each approach and the relationship between them are related to development plans in the LUSY project. Together, the principles and initiatives constitute an action research methodology aimed at professionally relevant teacher education. A core aspect of the methodology is dialogue conferences, which facilitate the exchange of experiences regarding professional and organizational development needs and possible initiatives at each educational institution. This then leads to research-based development projects initiated and carried out in close collaboration between teachers and teacher educators. Regular sharing of experiences from the projects is crucial. The chapter demonstrates how education, development, and research can be anchored in professional work both as a teacher and as a teacher educator, as well as within the operations of each school and teacher education institution. Such anchoring can contribute to creating relevance, cohesion, and continuity in teacher education.

This research is to examine the preparedness and initiatives of Teacher Training and Education Institutes (LPTK) and student teachers in implementing Kurikulum Merdeka. This cross-sectional study employs a phenomenological approach. The study encompasses 448 student teachers from various provinces in Indonesia. Data were gathered through a questionnaire featuring open-ended questions, and the results were analyzed using a multistage descriptive coding and pattern approach. The findings reveal that 82.81% of student teachers are ready to implement Kurikulum Merdeka. However, in terms of understanding, 24.55% of them still need to improve their understanding about the new curriculum. In conclusion, there persists a need to continually enhance the knowledge and skills of student teachers in navigating the implementation of Kurikulum Merdeka. Additionally, LPTK must ensure the provision of competencies adequately.

The indomitable spirit of higher education paves the way for the growth of a nation in the political, economic, social, intellectual and spiritual dimensions. Teacher education is one of the areas in higher education which trains student-teachers in pedagogy, which in turn helps them to train the young minds of educational institutions. The “Fate of the nation is decided in the classroom,” is a remark made by the Education Commission of India. Such classrooms are created by committed and dedicated teachers. These teachers are trained in teacher education institutions. Teacher education institutions should maintain quality to ensure the academic excellence of trainees who come into the teaching profession. Quality is a comparative standard prescribed for those institutions that are on the quest for output brilliance. Quality assurance in teacher education reflects on the high profile of the institution and the competency of student-teachers. The present study on the application of principals of TQM in teacher education institutions in India has exposed the tangibility of institutions in the perception of teachers based on eleven quality indicators, such as principal as leader, teacher quality, linkage and interface, students, co-curricular activities, teaching, office management, relationships, material resources, examinations and job satisfaction. A total of nine colleges of education was selected to collect data. The exploratory technique under the survey method of research design was used for the study. A tool - ‘Teacher Institutional Profile’ (TIP) - was constructed, standardized and used for data collection. Quantitative and qualitative analyses were made for finding and interpreting results. The findings focus on the strong and weak areas of various teacher education institutions according to the quality indicators. The study recommends further strengthening of quality indicators, which are already strong, and the revamping of weaker quality indicators. It is also recommended that institutions should adhere to the quality standards set by national and international assessment and accreditation bodies. In conclusion, the global scenario expects skilled teachers to produce students with a versatile personality for which teacher education should be strengthened.

The purpose of this article is to present and discuss a strategy for collaboration between educational institutions and the field of practice, aimed at profession-relevant teacher education. The article is based on the results of a comprehensive action research project on teacher education schools at Oslo Metropolitan University (OsloMet) in Norway. The main goal of the project was to develop a collaboration that could enhance the quality of student teachers' practical training as well as the professional relevance of teacher education programs. The conceptual framework of the study is grounded in epistemological analyses of what constitutes teachers' professional competence, based on pragmatic and critical epistemology. The methodological approach is action research and emphasizes practitioner research and dialogue-based action research. The development activities that were carried out were organized around collaboration between the teacher education institution and schools on a 30-credit school-based continuing and further education program for mentor teachers. The results provide examples of how educational institutions, and the field of practice can jointly plan and implement education that focuses on developing teachers' professional competence through experiential, participatory learning and research. A main principle is that the parties must collaborate to anchor the educational content in ongoing practical experience with professional tasks as a teacher or mentor. The collaboration must also involve the creation of opportunities for teachers and student teachers to develop professional competence by learning to conduct research in their own teaching practice, and to contribute to the development of the school as a learning, participatory organization. The findings also indicate that the development of teacher educators' competence and organizational learning within teacher education institutions is crucial for achieving profession-relevant teacher education.

The context for this research is a collaboration that took place in 2021 between the general teacher education study program in arts and crafts at the NTNU Norwegian University of Science and Technology and the University College of Dance Art in Oslo, Norway. The higher dance education institution visited the general teacher education institution with the workshop KROM, an anagram for body and spaces in Norwegian. KROM was developed at Rom for dans (Dancespaces) and is a well-established workshop project that has been touring schools in Norway widely. The KROM workshop visiting the teacher education institution became an educational design research project guided by the question: How can a workshop collaboration with the topic “body and spaces” carried out by an educational design team from a primary and secondary teacher education institution and a higher dance education institution produce insights about aesthetic learning processes in arts and crafts? An educational design team consisting of six members from the two involved institutions designed, carried out, and researched the project. Central insights offered as an outcome of the collaboration are as follows: the quality of the collaboration in the design-team itself is of crucial importance; active connections to the traditions and pedagogies of the hosting subject, in this case arts and crafts, need to be made by the hosting teacher educators in order to support the teacher candidates’ learning; and, dance engages specifically the elements of body, space, embodied collaboration, and play in arts and crafts aesthetic learning processes.

Climate adaptation policies increasingly incorporate sustainability principles into their design and implementation. Since successful adaptation by means of adaptive capacity is recognized as being dependent upon progress toward sustainable development, policy design is increasingly characterized by the inclusion of state and non-state actors (horizontal actor integration), cross-sectoral collaboration, and inter-generational planning perspectives. Comparing four case studies in Swiss mountain regions, three located in the Upper Rhone region and one case from western Switzerland, we investigate how sustainability is put into practice. We argue that collaboration networks and sustainability perceptions matter when assessing the implementation of sustainability in local climate change adaptation. In other words, we suggest that adaptation is successful where sustainability perceptions translate into cross-sectoral integration and collaboration on the ground. Data about perceptions and network relations are assessed through surveys and treated via cluster and social network analysis.

The purpose of this chapter is to present and discuss a strategy for collaboration between educational institutions and the field of practice, aimed at profession-relevant teacher education. The chapter is based on the results from a comprehensive action research project on teacher education schools. The main goal of the project was to develop a collaboration that could contribute to enhancing the quality of student teachers’ practical training as well as the professional relevance of teacher education programs and research and development work. The conceptual framework of the study is grounded in epistemological analyses of what constitutes teachers’ professional competence, based on pragmatic and critical epistemology. The methodological approach is action research and emphasizes practitioner research and dialogue-based action research. The development activities that were carried out were organized around collaboration between the teacher education institution and schools on a 30-ECTS credit school-based continuing and further education program for mentor teachers. The results provide examples of and principles for how educational institutions and the field of practice can jointly plan and implement education that focuses on developing teachers’ professional competence through experiential, participatory learning, and research. A main principle is that the parties must collaborate to anchor the educational content in ongoing practical experience with professional tasks as a teacher or mentor. The collaboration must also involve creating opportunities for teachers and student teachers to develop professional competence by learning to conduct research in their own teaching practice, and to contribute to the development of the school as a learning, participatory organization. The findings also indicate that the development of teacher educators’ competence and organizational learning within teacher education institutions is crucial for achieving profession-relevant teacher education.

Handicapped learners stand to benefit a great deal from educational technology. The technology for teacher training is gradually emerging. It is this technology that is a prerequisite to the systematic use of instructional technology by the classroom teacher. Since teacher educators are instrumental in the adoption of technology in public education there is a necessity to know the current status of adoption and use of technology in special teacher education programs. A comprehensive study was conducted at the University of Alabama in which the researchers examined the extent of planning for technological change being conducted by teacher education institutions in special education. Data for the study were collected by the use of a mailed survey form. The survey included all 697 special education/teacher education programs in the United States. A total was 298 (43%) surveys completed by program chairpersons at each institution was returned. Results of the study indicate that teacher education institutions are not using a variety of the newest technologies needed to acquaint current and future special educators with the tools of the information age. There is no relationship between systematic planning for adoption of a new technology and the subsequent success of the adopted technology. Teacher education institutions in special education are not anticipating adopting a wide variety of new technology. It appears teacher educators are creating a technology gap at the very time they should be leading the effort to explore the potential of new technologies for improving effectiveness and efficiency of instruction for exceptional individuals.