What is Constraint

This chapter reports on a case study of a 12-week technology course for preservice English language arts teachers in which the teacher educator attempted to shift away from tool-centric approaches by foregrounding purpose-driven tool use and project-based learning experiences. Findings from analyses of classroom, interview, and survey data suggested that specific design choices helped to promote purpose-driven technology use for literacy learning. These included the instructor's articulation and modeling of a “pedagogy first” stance that centered pedagogical reasons for digital tool use and affordances of digital tools, and the organization of a project-based learning environment that engaged preservice teachers in hands-on exploration of digitally mediated ELA learning through continual cycles of making, sharing, and reflecting on digital artifacts.