An urgent need exists in teacher education programs to discern how technology-enhanced instruction with a constructivist orientation can be utilized in the design of dynamic, powerful learning communities. This article provides a conceptual framework that augments understanding of the effectiveness of technology infusion in teacher education. The model sets the stage for systemic changes in the education enterprise in the design of technology-enhanced learning environments. In addition to providing a plausible perspective for researchers, the final section is devoted to discussion for future directions.