This article describes how we engaged teacher candidates in an authentic professional learning activity using information technologies as tools, to support both learning to teach and learning to use technology. The assignments in two courses generally achieved the desired authenticity to teaching, and plausibly accounted for the candidates' favorable ratings of the value of the activities. The distributions of the candidates' self-assessments of their technological skills both rose substantially and narrowed appreciably in the two courses, particularly for skills that the courses most demanded and supported. While the study design precludes strong arguments about the efficacy of the course designs for learning technology, it appears that those course designs effectively reconciled learning technology with other aims in a crowded teacher preparation curriculum.