The integration of technology into education, in particular, secondary English education, challenges that notion of wanting to become an English teacher. Today, it is not enough to be a "teacher of English"; instead, 21st-century English teachers must utilize and impart a number of literacies in their classrooms. It is challenging to adequately prepare pre-service language arts teachers to work in technology-enriched classrooms. In particular, teacher preparation programs must provide strategies that enable pre-service language arts teachers to develop and increase both traditional and digital literacies among their future students. Studies conducted by both the National Council for the Accreditation of Teacher Education Task Force on Technology and Teacher Education (1997) and the International Society for Technology in Education (ITSE) (1999) indicate that many pre-service teachers are receiving inadequate instruction in the use of technological pedagogies. A step in the right direction can be seen in that recent standards issued by ITSE (2000) delineate specific competencies pre-service teachers should master before graduation in order to obtain digital literacy (Pianfetti 257). As a former high school English teacher and current educator of pre-service teachers, the author is re-evaluating her own use of technological pedagogies and examining the possibilities of how technological instruction can enhance both her teaching as well as that of her students. This article is a result of such introspection and strives to meet that challenge of improving the technological aspects of language arts teacher preparation.