Teacher educators must examine how technology selection facilitates and constrains the learning outcomes of the courses they teach. This article introduces a process for selecting and evaluating technologies that meet the important principles of each learning task. As an example from his own practice, the author details how he used the process to evaluate two technologies--discussion boards and blogs--as potential technologies for teacher reflection and to assess whether implementing blogs as part of a semester-long teacher education course yielded evidence to support his evaluation. These findings speak to both the potential and difficulty of developing sustainable practice.