This paper examines the integration of technology into teaching and learning, focusing on Idaho State University College of Education's experiences with developing and administering a statewide assessment for certifying teacher technology competency and documenting the effects of technology integration on P-12 student learning. The paper examines mandates for technology integration nationally and in Idaho, describing the Idaho Technology Portfolio Assessment process that was developed in response to national and state mandates for technology integration. The assessment ensures that Idaho teacher candidates are competent in technology integration, assesses technology competencies of certified school personnel, and links teacher technology use into P-12 student learning. The assessment is based on International Society for Technology in Education standards. The paper discusses technology integration into teacher education at the university, presenting evidence of technology integration and student learning. Having the portfolio assessment embedded in teacher education coursework and field experiences leads to candidates actually using technology tools while teaching and learning. The portfolio assessment gives Idaho teachers a jumpstart in shaping a career based on continual improvement. Teachers gain a sense of ownership in the assessment process and the development of technology knowledge and skills being assessed. (Contains 19 references.) (SM)