This qualitative dual-case study addresses two 21st century teacher education imperatives, technology infusion and critical multicultural literacy instruction. We researched the integration of a blog as a tool to promote technology use in a graduate course on literacy and technology with a thematic focus on the Holocaust. Using a grounded theory approach (Corbin & Strauss, 2008), we analyzed data sources, including interviews, blog postings, and surveys. We conducted a second analysis using a priori coding schemes to further analyze students' blog posts. Findings suggest that blogging has the potential to enhance knowledge of the ways technology can be harnessed to promote critical multicultural literacy instruction. From an action research stance, we also discuss implications for our future practice. (Contains 4 tables.)