g., Journal of Computers in Math and Science Education and Journal of Computers in Early Childhood Education) that accept papers related to the support of teachers in those fields. All the general ITTE journals are less than 20 years old, and many of the content-specific journals are even younger. It also should be noted that the two major journals for teacher educators, (a) The Journal of Teacher Education (Vol. 47, No. 3), and (b) Action in Teacher Education (Vol. XVII, No. 4), each published a theme issue on technology and teacher education in 1996. Scholars who investigate ITTE and consumers of ITTE research have a wide range of options to choose from today. .
Another indicator of the emergence of ITTE as a subdiscipline is the pattern of reports from the congressional Office of Technology Assessment (OTA). The original OTA report on technology and education (OTA, 1988) dealt with the entire field. It addressed problems and issues that surround efforts to increase the meaningful use of technology in schools. One area of that report dealt with teacher education. Then in 1995, OTA commissioned a series of studies dealing specifically with technology and teacher education. The ITTE chapter (Willis and Mehlinger, 1996) in the second edition of the Handbook for Research on Teacher Education (Houston, 1990) was originally one of the reports commissioned by OTA for the teacher-education report. Other contractors did case studies of exemplary preservice programs (University of Virginia, University of Wyoming, University of Northern Iowa, and Vanderbilt University) as well as in-service programs in school districts. The final report, "Teachers and Technology: Making the Connection 1995" (OTA, 1995), is available on the Web (www.wws.princeton.edu / ota/). It was one of the last reports produced by OTA before Congress eliminated the agency. .
Even with the growing recognition of the need for work on ITTE, it is interesting to note that the 1200-page Handbook of Research for Educational Communications and Technology (Jonassen, 1996) does not have a chapter on technology and teacher education, and the term teacher education does not appear in the index of the book.