Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two stand-alone educational technology courses that used the connected learning design framework to reimagine a digital storytelling unit as an authentic, production-centered task scenario with opportunities for peer support, social connection, shared expertise, and collaboration. Results suggest that the connected learning activity moved beyond functional skills in ways that opened up a space for preservice teacher agency through student choice, experimentation, and peer support.