Research has offered evidence that teacher candidates are continually frustrated by a perceived conflict between the ideas expressed in methods course and the practices they see in classrooms where they carry out their observations and practicums. The hypermedia tool Reading Classroom Explorer (RCE) was developed in response to this problem. Though RCE is beneficial, the program's efficacy was constrained by its format. Capitalizing on recent advances in video streaming on the Web, a new iteration of RCE was developed--one that allowed interaction among teacher candidates who were learning about the teaching of literacy. The purpose of this study is to explore how a more conversation-friendly technology would scaffold teacher learning. This paper provides evidence of the benefits of such conversation, by presenting findings on the increase in students' understanding of teaching and learning after using the RCE. It also describes the move from a CD-ROM to a Web-based product, and the benefits and requirements of doing so. The paper concludes with a discussion of RCE's implications for research on pre-service teaching and educational technology, and raises additional questions about how conversations can be sustained and supported with technology. (Contains 2 tables of data and 36 references.) (PM)