This dissertation centers around research and development on faculty preparation for integration of technology for teacher education. Chapter 1 is the general introduction in which the background and the significance of the research topics are addressed. Chapter 2, Chapter 3, and Chapter 4 consist of three published or publishable papers. Chapter 5 is the general conclusion. Chapter 2 summarizes the literature related to one-on-one technology mentoring programs in higher education and K--12 institutions nation wide, and identifies themes contributing to a successful mentoring program. Chapter 3 describes the pedagogical shift of an exemplary technology-using teacher educator through her eight-year journey with a one-on-one technology mentoring program. A grounded theory approach was used to relate and integrate the stages experienced by an exemplary technology-using teacher educator who moved from limited knowledge and use of technology to learning to apply basic applications in the classroom and on to integrating innovative technology. In Chapter 4, results from an online survey on the issues of sustainability of faculty's use and integration of technology in teacher education programs are presented. Based on the findings of a pilot case study, the survey was developed to gather quantitative data from 60 teacher education faculty members from 31 higher education institutions. The purpose of the survey study was to investigate how to encourage faculty members who have made significant use of technology to continue to use technology in their teacher preparation courses and to sustain efforts in making technology an essential component across the curriculum in teacher education programs. In addition, the survey results helped to identify effective faculty development practices and provided information on breaking down barriers to faculty's continued technology integration.;Taken together, the three studies in this dissertation provided insights in effective faculty development practice for supporting faculty integration of technology into their teaching. Results from all three studies suggested the importance of forming a community of faculty members working to integrate technology. In addition, all three studies provided evidence for the effectiveness of the one-one-one mentoring approach to faculty development in this area.