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The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.

There is little doubt that e-learning has had a major impact in large companies, both in allowing the extension of training provision and in facilitating professional development activities. However, the picture is far less clear when it comes to Small and Medium Enterprises (SMEs). Technology and attitudes of managers and employees seem to form potential drawbacks to e-learning initiatives in SMEs. Questionnaire data have been gathered from more than 400 owner-managers of SMEs in 7 European countries. Furthermore, 105 owner-managers and 5 employees from 105 of these firms have been interviewed on aspects of e-learning in their company. The overall picture of e-learning in small firms across seven European countries was fairly negative: owner-managers generally did not show positive attitudes towards technology, learning and training in companies. These attitudes are strongly related to technology infrastructure in the company and vary among companies of different size and from different economic sectors.