This paper shares the findings from a three year Participatory Action Research Study around the selection, implementation and effectiveness of educational technologies for enhancing learning in a Teacher Education subject for second year pre-service primary teachers. The innovative Project-Based subject is described using a critical lens. The paper will share how two lecturers and their students explored their changing roles as teachers and learners and the tensions that emerged between their beliefs about student centered, authentic learning and the role of technology. It will explore the ways the technological innovations began to reshape and inform thinking about teaching and learning practices. (Contains 1 footnote.)