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Source: http://www.citejournal.org/vol3/iss4/editorial/article1.cfm

Such activities often focus on skill development (how to use the technology) not integration (how to teach with the technology). As a result, technology is usually limited to PowerPoint presentations or online communication through e-mail or discussion boards. The Preparing Tomorrow's Teachers to Use Technology (PT3) grant program was created to address this issue by helping faculty members develop skills in integrating technology into their teaching.

Second, do teacher education faculty members typically know enough about technology integration to model its use in K-12 classrooms? Again, the answer is no—not even those who have recently graduated from a doctoral program. They may have strong technology skills, but their understanding of how to integrate technology effectively in the K-12 classroom is limited. Unfortunately, few, if any, doctoral programs model technology integration throughout their courses. Therefore, many professors are unfamiliar with educational software and websites. The exception to this generalization may be methods specialists (social studies, science, math, and language arts), who have some familiarity with software designed for their content area.

Of course, related to this issue is the fact that few educational technology specialists know all the pedagogical issues of every content area and, therefore, some tend to focus more on the technology than on the content to be addressed.