In order to revisit Martorella's metaphor of technology as a sleeping giant this paper analyzes data collected over multiple years in order to provide a portrait of how preservice teachers make sense of and choose (if at all) to integrate digital technologies within their internship classrooms. Findings indicate that in the Commonwealth of Virginia, within our data set, the sleeping giant is awake (technology is being used), but in the hands of our preservice teachers it is a myopic traditionalist who is the "servant" to the "master" of standards-based assessment.