In support of standards for the learning and teaching of mathematics and statistics that advocate for the use of technology to promote reasoning and sense making, and to elicit student thinking, we draw on the use of authentic student work in the form of video case instruction to develop prospective secondary mathematics teachers' [PSMTs] knowledge of students' understanding, thinking, and learning with technology in mathematics. Specifically, we draw on the extant literature related to TPACK, video cases as learning objects, and noticing to propose a set of design principles intended to guide the development of materials to support PSMTs' acquisition of TPACK. Here we explicate six design principles situated in the literature, provide an example of a module designed based on these principles, and share findings from pilot studies utilizing the module. [For the complete proceedings, see ED606531.]