Abstract
Technological advances have shaped the way educators work, communicate, and engage others within the broad landscape of school settings. The increasingly complex and interconnected systems of technology in schools require school psychologists to rely upon a vast range of technology to simply do the job. Undoubtedly, these same technologies have reached into supervisory practice and training. This article will review the empirical evidence related to the use of technology-assisted supervision and training (TAST), with close consideration to issues concerning clinical supervision in the field. Specifically, the authors examine the benefits and research related to TAST; discuss the ethical, legal, and professional regulations guiding practice; and provide practical strategies for adopting TAST to enhance school psychological supervision and training.