Abstract
This special issue of School Psychology Training and Pedagogy (SPTP) was initiated to address this gap. Its purpose is to provide empirically supported examples of how technology can be integrated into school psychology training. The articles present research-informed models for the use of technology that evaluate outcomes, describe implementation processes, and consider implications for future training. Overall, these contributions aim to offer practical guidance to trainers while advancing the scholarly conversation about technology in school psychology education. Specifically, the articles fall into two categories: 1) simulations and training and 2) programmatic changes. Given this, there will be two issues of this special topic to span each of these categories.