Each individual content-area course has a separate syllabus that highlights the specific technologies and pedagogy relevant to the content area. The technologies were selected after numerous meetings between methods and technology course instructors. After identifying the most appropriate technology, methods and technology course instructors co- develop their syllabi with projects spanning the two courses. Therefore, students learn about a specific technology in the technology course, and they integrate it in their practice teaching experiences within their methods course. In a research collaboration with a methods area faculty member, the technology course instructor found that although pre-service teachers know how to operate technology, they could not integrate it effectively within daily lesson plans and they were not able to envision the type of projects their students could develop. These findings influenced the technology course instructor to develop exemplary models of technology projects and pedagogy for each technology course section (i.e. content areas). For example, a project was modeled to illustrate how students construct understanding of clouds using concept mapping within the science cohort. This project was supplemented by the instructor modeling effective teaching practices using concept mapping in the science classroom. The goal was to move the pre-service teachers from focusing not only on the development of a final technology project in the course but encouraging them to think about successful integration in their future classrooms. These examples were placed online so the pre-service teachers had access to them at all times in the development of their own projects for the technology course.