Video has been shown to be an effective tool for synthesizing theory and connecting theory to practice in meaningful ways. This design-based research study examined how localized video of a practicing teacher impacted pre-service teachers' ability to learn culturally responsive teaching (CRT) methods and targeted strategies in an online teacher education course. By observing and coding video segments, pre-service teachers' mitigated course content with what they already knew. The study was framed by previous work on the use of video in teacher development, applied research on "noticing" to the inclusion of localized video of a practicing teacher for facilitating discourse with experienced teachers, and applied situated learning by using video as a conduit for developing teacher identity and communities of practice. The study offers iterative details of instructional design across three semesters of use in an online "Introduction to Teaching" course. Pre-service teachers first received text-based content on culturally responsive teaching and classroom practices, then viewed video of a practicing teacher. The students identified and coded CRT methods and interrelated course topics in practice as they reviewed the video. A modified CORDTRA analysis of pre-service video-coding results suggested that pre-service teachers identified complex topics and competencies according to their own levels of teaching experience, and improved their understanding of core concepts over time. This study situates variances in "noticing" among students with differing levels of teaching experience as an entryway to a community of practice. The study supports previous work on the social construction of language in teacher education and research on video analysis indicating that background knowledge, and experience is foundational in noticing nuanced strategies and identifying practice. The results of this study support the potential of video as a contextualized artifact for preservice teachers to mitigate complex competencies in a socially constructed way. Recommendations for future research include viewing the integration of technology in education from the theoretical lens of labor theory as useful in identifying real-world philosophical, economic, and practical implications the innovation will have on teacher educators, teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]