Abstract
Current debates on educational reform identify the need for teachers to become more effective and confident users of technology to support student learning, and there is growing recognition that university teacher education programs must integrate technology into their own curricula to ensure that prospective teachers are adequately prepared. This chapter offers an analysis of a task that has proven successful in preparing prospective teachers to use digital technologies in secondary school mathematics classrooms and to share this work with the broader professional community of mathematics teachers. Sociocultural theories of learning provide the rationale for the task as well as a framework for examining evidence that the task enhances the professionalisation of prospective teachers.
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