This article presents a best practice model for an online teacher education course, illustrating the process of integrating computer and reading literacies to increase learning and improve teaching. Six best practice components were included in the class design: integrative units, small group activities, representing to learn, classroom workshop, authentic experiences, and reflective assessment. The conceptual framework for the model included backward design, audience identification, content, interaction, connecting, and assessment. From implementation of the model, three conclusions were drawn: (1) knowing the students is key to online interactions and individualizing instruction; (2) clear questioning and higher-order thinking is needed; and (3) assessment drives instruction, as seen in the backward course design. (Contains 16 references and 7 figures.) (EF)