The introductory technology course for preservice teachers provides a forum for them to develop technological competency as they reflect on their own learning processes, develop a deeper understanding of learning theory, examine the relationship between theory and practice, critique the nature of school-based learning experiences, and analyze assumptions underlying instructional methods. To accomplish these goals, two instructional activities were designed to provide preservice teachers with a common learning experience that exemplified contrasting approaches to instruction. One activity was a highly structured, teacher-directed lesson based on a didactic instructional model. This activity involved developing a home page using HyperText Markup Language (HTML). Students completed the activity by working individually at a computer with little peer interaction. The second activity required students to assume primary responsibility for planning and implementing the project as they worked cooperatively to support each other as a community of learners. This activity involved creating a home page through a more active constructivist approach; students were encouraged to be creative and to share their work and expertise with their classmates. Most students reported increased motivation and a better understanding of material learned through constructivist methods, although some failed to see the relevance of connecting theory to practice.(AEF)