It is essential that preservice teachers have successful experiences with infused technology during teacher preparation. This article describes a project in which collegial interaction among practicing teachers and preservice teachers at four participating institutions of higher education was enhanced by technological innovation. The Recursive, Reflective Design, and Development Model (R2D2) provided the blue print for creating a technology-enhanced environment in order to advance preservice teachers' understanding of early literacy assessment. (Contains 1 table and 3 figures.)