This study was designed to investigate 19 preservice and practicing teachers' conceptions of the role of new technologies in literacy education. The study documented how these conceptions, as well as my own, evolved over time and impacted the content and curriculum of a university course. Using a design-based research model, I documented students' engagement in a semester long teacher education course titled Literacy and Technology. Relying on multiple data sources, including digitally recorded classroom conversations, one-on-one teacher and student meetings, student surveys, classroom artifacts (e.g., online threaded discussions, written responses to readings, and journal entries), and my own reflective notes, I documented classroom conversations, analyzed written assignments, and discovered how participants' conceptions of literacy and technology frequently differed from my own. Throughout the semester, I developed new conceptions of teaching when I saw that my students responded to course assignments and activities in ways that I had not anticipated. The study raises questions about the role of the instructor and the purposes and goals of courses like Literacy and Technology. It also points to a number of areas that need to be further explored if teacher educators hope to effectively introduce teachers to the ways in which technology can support literacy learning. (Contains 1 note.)