The collision between a growing, inexperienced teaching force and students' algebra struggles should be one of great concern. A collaboration of four public and private universities in Oregon restructured mathematics methods courses for preservice teacher candidates by using the affordances of technology to counteract this loss of experience. Over time, veteran mathematics teachers develop extensive knowledge of how students engage with concepts. Preservice teachers, on the other hand, do not have the same experience that they can rely upon to anticipate important moments in the learning of their students. To address preservice teachers' lack of experience with student thinking the Algebraic Thinking Project synthesized 859 articles of research into multiple technology-based resources: (a) Encyclopedia of Algebraic Thinking, (b) Student Thinking Video Database, (c) Formative Assessment Database and Class Response System, and (d) Virtual Manipulatives. The technology is used in coursework to influence preservice teachers' dispositions toward and understanding of students' algebraic thinking.