Abstract: The problem examined in this study was how to increase teacher candidates’ use of student-centered technology applications in their lesson planning. Teacher candidates submitted two lesson plans for review; between the first and second lesson submissions, candidates were provided with the Technology Integration Matrix to use as a rubric to rate the levels of student engagement embedded in their lessons. The researchers found a statistically significant difference in scores from the first to the second lesson for participating candidates. The areas in which candidates made the greatest gains were collaborative and constructive technology applications.