This paper proposes an extended-time, three-course technology integration model that allows preservice teachers adequate time to absorb, reflect about, connect with, and be supported by technology. This course sequence facilitates development of the ability to use technology simultaneously with the development of the skills and knowledge necessary to become an effective teacher. In addition to the cognitive and curricular benefits for extending the amount of time our teacher candidates are exposed to technology for teaching, this paper describes an unexpected advantage in that this course sequence allows us to present educational technology to students through three progressive perspectives, including establishing an initial vision, negotiating a developing vision, and seeking a realistic vision.