A number of studies focus on pre-service education in particular and they discuss how to make the future teachers readily accept the concept of technology integration. Gillingham, M. G., & Topper, A. (1999) offer four alternatives, namely,  single course, technology infusion, student performance and case based, for ensuring the readiness of pre-service teachers. The researchers stress the need to incorporate technology into the pre-service programs in relevant and meaningful ways.  Bednar, A. K., & Charles, M. T. (1999, March) suggest a  constructivist approach for introducing pre-service teachers to educational technology and they feel that ”too much emphasis is sometimes placed on learning the tools rather than learning how to integrate the tools.”

Case-based qualitative research was taken up by Persichitte, K. A., Caffarella, E. P., & Tharp, D. D. (1999) to investigate the use and integration of educational technologies within three schools, colleges, or departments of education (SCDEs). They have discussed some specific examples of technology integration and the themes and patterns that emerged.

A number of studies have further reiterated the advantages of using technology and suggest project based learning (Zhang, Y. 1999). Some also warn the psychological problems (Salomon, G. (1998) that may crop up and the need to integrate collaboration and socialization with the use of technology.

“The richness of the technology permits us to provide a richer and more exciting (entertaining) learning environment… our concern is the new understandings and new capabilities that are possible through the use of technology” (Duffy & Cunningham, 1996, p. 187). By integrating technology with constructivist methods, such as problem-based learning and project-based learning, learners are more responsible for and active in the learning process (Grant, 2002).

In the present study the problems of future ESL teachers of India in learning to integrate  technology, work on a Technology Aided Language Learning Project collaboratively and Team Teach in a Technology Aided Teaching programme was taken up.