In this paper, we discuss what happens when multimedia-technologies and new literacies are integrated into teacher-education literacy methods courses. Within two linked methods courses, in which pre-service teachers tutored elementary students, we examined situated, technology-related behaviors and how these behaviors impacted pre-service teachers' learning and instructional practices. Using the constant-comparative method, we identified seven patterns in the data related to ways in which the meanings of technology-related behaviors must be negotiated between users and teachers.