This paper is a report on the findings of an action research project conducted during an undergraduate "Technology in Education" class for preservice teachers at Southern Utah University. The course was structured using a constructivist approach and designed to incorporate principles of brain-based and engaged learning. A five-step sequence of activities was employed to facilitate the successful operation of collaborative groups: (1) formation of the groups; (2) clarification of the group goal; (3) negotiation of tasks and sub-tasks to be completed; (4) monitoring of individual and group performance; and (5) reconciliation of differences in approaches to the goal. Technology competencies of students participating in the course were accessed using quantitative and qualitative analysis techniques. Findings indicate that students in the constructivist course acquired proficiency in the use of technology and developed knowledge structures essential to the successful integration of technology into classroom practice. (MES)