Noticing students' mathematical thinking is a complex, but important practice for preservice secondary mathematics teachers (PSMTs) to develop. This practice is further complicated when secondary students use technology, as it requires the dual and interconnected attention to students' mathematical thinking and the ways they engage with the technology as they are learning. The purpose of this study was to examine how explicitly sharing a framework for noticing students' mathematical thinking in technology-mediated learning environments and providing opportunities for practice supported PSMTs' noticing. Pre- and post-video-based assessments were used to examine changes in PSMTs' noticing as a result of engaging with the framework. The findings of this study suggest that using this framework to support PSMTs' development of the teaching practice of noticing students' thinking has promise, especially related to coordinating students' written and spoken mathematical thinking with their technology engagement.