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This article is a case study of an integrated, experiential approach to improving pre-service teachers’ understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential learning, authenticity and the particular needs of the New Zealand school curriculum to foster pre-service teachers’ learning about educational technologies as both pedagogical tools, and as ‘disruptive’ forces which can promote the re-imagining of existing practices. Evaluation data are used to highlight support for an integrated approach to the use of educational technologies outlined in the case in question.

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