The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ successful technology-mediated learning designs. Consequently, teacher education must model the connection between learning and technology. This paper examines the use of digital stories as a pedagogical tool in two undergraduate educational psychology classes. The study analyzes a constructivist learning design where technology and learning intertwine. Affordances and constraints of learning within this design are explored in relation to student experiences. The analysis includes artifacts such as wikis, storyboards, a questionnaire, and their final digital stories. (Contains 4 figures.)