ORIGINAL PAPER Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education Helga Dorner 1 & Swapna Kumar 2 # Association for Educational Communications & Technology 2016 Abstract The Mentored Innovation Model is an online col- laborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaning- ful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning resources during teacher education coursework. In this article we describe its implementation with pre-service teachers to support them with technology integration in their teaching. We then discuss the usefulness of the model for teacher educa- tion based on the results of a technology self-efficacy and mentoring satisfaction survey with 116 pre-service teachers. Keywords Collaborative mentoring . Pre-service teacher education . Technology integration Introduction Mentoring in teacher education is “one of the most impor- tant strategies to support novices learning to teach” (Wang 2001, p. 52) and helps to improve confidence, self-esteem, and the ability to problem-solve (Hobson et al. 2009; Mathur et al. 2013). Technology integration by individual teachers in their classrooms can be an isolating and challenging endeavor in which professional development in the form of mentoring can be invaluable. However, mentors who are experts in technology integration are not always available in every school or district where pre-service teachers complete their practica or where in-service teachers are employed. In this context, Internet and Communication Technologies (ICT) present tremendous potential for online mentoring and for collaborative models of online mentoring where both the pre-service or in-service teachers and the mentors can benefit from interactions. Online collaborative mentoring is thus anchored in the notion that mentoring processes that are successfully aligned with the dynamics of (online) learning communities, and characterized by sup- portive interpersonal relationships, collegiality, constructive feedback and authentic learning can enhance teachers’ pro- fessional growth (Mullen 2009). The Mentored Innovation Model (MIM) (Dorner and Karpati 2010; Dorner 2012a) is an online collaborative mentoring model developed in Hungary that was designed to help teachers with their efforts to integrate technology in their classrooms in meaningful ways. The methodological precedent of the MIM was piloted in the European Pedagogical ICT License (EPICT) project (which Hungary joined in 2004) and in the Calibrate project (2005–2008), a European Union-funded international research-and- development project that involved schools, educational orga- nizations and ministries of education from eight member countries. The MIM operates on principles of collaborative learning in online communities and focuses on authentic, problem-based classroom application of technology integra- tion. In this paper we present the implementation of the model for mentoring pre-service teacher technology integration and the research results from that implementation. We then discuss the value of this model for others wishing to implement it in teacher education. * Helga Dorner dornerh@ceu.edu 1 Centre for Teaching and Learning, Central European University, Budapest, Hungary 2 School of Teaching and Learning, University of Florida, Gainesville, FL, USA TechTrends DOI 10.1007/s11528-015-0016-1