Abstract
Creating technology-enhanced learning environments is a particularly challenging task when the environment includes a complex set of actual and virtual features. The challenge is readily evident in teacher education programs attempting to prepare future educators to use technology in their teaching. Unfortunately, most of these attempts have been marginally successful. What factors are restraining teacher education programs in terms of creating and implementing technology-enhanced learning environments for preparing tomorrow's teachers to use technology? This paper offers a performance improvement framework for addressing this question. Data illustrating the framework's utility are provided, along with a brief description of actions taken based on the data.
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