In recent years, integrating technology with educational aims has become a key component of many teacher training programs and educational development initiatives. This book investigates the conceptions of technology held by preservice teachers and how their subsequent creation of an educational technology lesson is mediated by those conceptions. Comprehending what conceptions preservice teachers hold with regards to technology is one way to help teacher educators construct transformative learning encounters where prior technological understandings can be constructively integrated and scaffolded into relevant, pedagogical choices. This work adds to an increasing dialogue concerned with the development of effective preservice education and technology curricula. Also, it chronicles the practical experiences of a group of preservice teachers in order to contribute to an ongoing record that describes the ways in which technology continues to shape our educational culture. This analysis should be especially useful to education professionals, researchers, teacher educators, students, and anyone who is interested in broadening their knowledge of technology in educational practices.