To support the integration of technology in the K-12 special education classroom, teacher preparation programs must infuse technology across existing special education curricula. Teacher preparation programs have been blamed for not modeling effective technology use in teacher preparation curricula. This study examined the effectiveness of a mentorship training program that employed special education graduate students to assist faculty members with their technology infusion efforts. Results suggest that one-on-one multiple session training supported by special education graduate students (with limited technology expertise) can support integration efforts. Implications for supporting faculty technology infusion are discussed.
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