This study reports on a sequence of iterative redesigns of a graduate-level foreign language teacher education course. The study describes the interplay between technology and pedagogy that resulted in important curricular changes, from a focus on individual to social and then holistic reflection. Using a team-based design model, instructional experts worked collaboratively over multiple redesigns, sparked by the unique affordances of emerging technologies such as video, video editing, and electronic portfolios, as well as shifts in pedagogical approaches and changes in course goals.