Grove, K., Strudler, N., & Odell, S. (2007). Assessing Technology integration in mentoring practices during student teaching: Multi-case. International Journal of Technology in Teaching and Learning, 3(1), 66-82. ________________________________________________________________________ Karen Grove is an Assistant Professor in Residence in Educational Technology, Department of Curriculum and Instruction at the University of Nevada, Las Vegas. Neal Strudler and Sandra Odell and are both Professors in Curriculum and Instruction at the University of Nevada, Las Vegas. Please contact Dr. Grove at the Department of Curriculum and Instruction, University of Nevada, Las Vegas, Las Vegas, NV 89154-3005. E-mail:grove@unlv.nevada.edu Assessing Technology Integration in Mentoring Practices during Student Teaching: Multi-Case Analyses Karen Grove, Neal Strudler, & Sandra Odell University of Nevada, Las Vegas With the challenge to prepare school age students for the increased use of technology that characterizes job needs of the 21 st Century comes the pressing need for student teachers to be guided by knowledgeable cooperating teachers to mentor them in the use of technologies to meet this challenge. This research presents results of seven case studies that examined technology integration in mentoring practices during student teaching. Instruments identified both the technology performance and learning engagement of the cooperating teachers. Findings of the study support efforts to assess cooperating teacher’ technology skills and experience for field experience placements if preparing to mentor teacher candidates toward technology use is a priority. Keywords: technology integration, teacher practice, technology mentoring, In professional preparation of teachers, student teaching is a critical component in establishing practices used in future settings (Guyton & McIntyre, 1990; Lanier & Little, 1986). The factory school model that prepared students for the relatively low-level jobs of the past is inadequate in preparing students for the increased use of technology and knowledge work that characterizes job needs for current times (Darling-Hammond, 2000). Student teachers need guidance from knowledgeable teachers in order to meet this challenge of preparing students for their futures (Moursund & Bielefeldt, 1999). Cooperating teachers play a pivotal in addressing this challenge. When technology topics are woven into contextualized experiences during field experiences, student teachers are more apt to integrate technology into their instructional planning and classroom activities (Thomas, Larson, Clift & Levin, 1996). Student teachers noted higher use of technologies in which they have more confidence, and when the cooperating teacher uses the same technologies their proficiency and confidence