A quasi-experimental exploratory study examined a four-dimensional framework for conceptualizing, developing, delivering, and assessing variables that emerged in search of a theoretical model to prepare teacher educators in new technologies, communications, and virtual pedagogy (Pittman, 2002). Three theoretical frameworks include cognitive flexibility, concerns-based adoption, and Apple ... [Show full abstract] Classrooms of Tomorrow theories of professional development and learning new technologies. The research was designed to focus on the transition of cognitive changes in media training and technology and the impact on pedagogy (application of the understanding in educational practice) following training efforts, rather than the results of technology itself (skill-wise). The methodology included purposive sampling and mixed methods for data collection and analysis. Four variables were examined via artifacts, interviews, observations of time on task, and video captures include: cognition, media, technology, and pedagogy. A significant finding was while faculty made considerably increased use of technology in their teaching methodology, and levels of understanding (cognition) and confidence increased significantly, skill sets experienced only modest gains. The research findings provide widespread implications for globalizing professional development in new technologies that could connect teacher educators around the world who are struggling to make appropriate use of technology in higher education environments to prepare highly qualified teachers (Phye & Maltbie, 2004).