The need to better prepare pre-service teachers to effectively leverage educational technology in their classroom practice has been an ongoing topic for decades. The manner and extent to which new teachers integrate, adopt and adapt new technology and digital media in their classroom has been linked to both the quantity and quality of specifically related coursework, experiences (modeling) and skills developed during their degree program (Agyei & Voogt, 2011; Albion & Ertmer, 2002; Drent & Meelissen, 2008). But, despite the importance of training during the pre-service phase, the problem remains that teacher education programs often do not sufficiently involve technology and digital media preparation. (Dawson, 2008; Kirschner & Selinger, 2003). As a result, many students graduate underprepared for the expectations of today's technologically equipped classroom. This leaves the entire area of secondary education devoid of related coursework. However, all degree programs are so structured with requirements that no electives can be integrated. Adding another required course to the degree would push the credit-to-degree requirements over the mandated four-year maximum and therefore, no additional coursework may be added as a degree requirement.