Despite the rhetoric around technology as a transformative force in education, transformation is in the hands of teachers not technology. Yet, teachers cannot capitalize on technology's transformative potentials when teacher education is focused on the technology itself or even on the goal of technology integration. Teachers today are challenged to invent new teaching and learning practices and devise educational uses for technology calling for a kind of practice different from but complementary to the traditional view of teaching as a "doing" practice. Teacher education must acknowledge and scaffold a second form of practice--the work of "teachers as designers." The authors recommend a curriculum derived from the design disciplines (design principles, design processes, technology affordances, design patterns, and design-based research) "linked" to the realities of teacher practice. The authors conclude that a teacher education curriculum with design at its core and anchored in problems of practice has the potential to enable teachers to be drivers of transformation.