This study reports on development and testing of a simple self-assessment instrument used for documenting inservice teachers' changing knowledge, skill, and dispositions towards technology within a graduate teacher education program. The current movement towards standards for technology in teacher education provides an opportunity to begin to study how teachers' changing technology competence also influence their plans for integrating technology into their classroom practices. Quantitative data are analyzed to demonstrate growing competence with technology as a result of an introductory course focused on educational uses of productivity tools. The results suggest that inservice teachers enter graduate programs with the same limited set of skills and knowledge that preservice teachers leave undergraduate programs with, but these skills can be upgraded when teachers are exposed to a course in educational technology. The results also suggest that even though we are doing an adequate job of preparing our students (inservice teachers), we can do more to help them begin to integrate technology into their teaching practices.