Current efforts to integrate technology across teacher education, particularly special education, preparation programs are contingent upon preparing teacher education faculty members to integrate the use of technology into the teacher education curriculum. In this article, I describe the evaluation of an innovative faculty technology-training program that utilized special education graduate students as technology mentors. Feedback from pre-post interviews and weekly online journal submissions on the part of graduate student mentors was collected to assess the impact of this program. The results of this mentorship training model illustrate several distinctive outcomes: an increase in faculty technology integration, an increase in graduate student technology use, and an increase in mentoring relationships between the graduate students and faculty members.
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