This article presents the WDT Framework, which consists of three levels of integrating field-based technology experiences into early childhood education coursework. Early childhood teacher education programs have historically utilized field experiences for the purpose of helping pre-service teachers build their understanding of developmentally appropriate practice, yet technology integration is not typically included within this context. The majority of teacher education programs rely on one stand-alone technology integration course to prepare pre-service teachers to use technology in their teaching, which is known to have minimal impact on their willingness and ability to use technology in subsequent teaching experiences in the early childhood classroom. In response to this disparity, the authors propose three levels of immersion with technology for pre-service early childhood teachers: watching, doing, and teaching (WDT). Each approach to the technology-infused field experience is discussed, as well as lessons learned and conditions for success necessary for effective implementation in an early childhood teacher education sequence.