This qualitative research study employed a multiple-case study approach to describe the experiences of a group of Initial Certification Candidates (ICCs) as they participated in explorations of readings and third-party applications (apps) run on touch screen technology devices. The group of ICCs was comprised of two Undergraduate Teacher Candidates (UTCs) that were in the student teaching semester of the secondary education program and one Graduate Teacher Candidate (GTC) that was an alternate route teacher placed in a high-needs area as part of a graduate-level program. The explorations were designed to augment the ICCs' Technological Pedagogical Content Knowledge (TPACK) as they progressed through the six-week long study. The researcher found that each of the ICCs experienced some development of their TPACK even though their perceptions differed on whether the readings or the app explorations were most beneficial to their development. There were also differences in the experiences of the UTCs and the GTC as the GTC, a more experienced teacher, preferred the app explorations over the readings. Alternatively, the UTCs favored the readings and the pedagogical methods that the readings provided them. The ICCs also indicated that they would prefer to use touch technology in their classroom. Future directions for further research are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]