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To eflectively integrate digital technologies in K-12 schools, teachers must be provided wii?~ undergraduate experiences thnt strongly support these integration i=-esources and strategies. ?he NatZonul Educational Technology Standards-fo;. Teachers (NETS. T ) provide a framework for teacher candidates ~n d inservice teachers to identify their accomplishments in this realm. Using the NETSOT to deliver undergraduate teacher education curriculum, and requiring teacher candidatzs to document their abilities related to the XETSoT can support meaningful development for the candidates. ?his study examines the use of the M.'a~$nd Teacher Assessment as a too! for determining the proficiencies of teacher candidates in their final year of' preparation in relationship to the InJETSoT. (Keywords: assessment ISTE NETSOT, teacher candidate, tzchnology, Wayfind Teacher Assessment) e International Society for Technology in Education (ISTE, 20 12)-r' asserts that preservice teachers must complete a sequence of experiences that develop an in-depth understanding of how technology can be used as a tool in teaching and learning. In addition, teacher cacdidates must see technology modeled b:,~ faculty in their university classes and in field placements. However, research hrs fclund that most faculty lack the shlls and knowledge to model technology use and/or teach their students how to effeztively infuse technology into Savilla Banister

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