This case study explored pre-service teachers' development of digital identity by uncovering their thinking on technology as connected with pedagogy to construct learning activities. 27 participants' learning artifacts (e.g. an open-ended questionnaire about digital tool selections) were collected throughout a 14-week licensure course. Primary findings showed that teachers' perceptions of digital tools shifted from a single-purpose to a versatilepurposed approach, presenting the growth of

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... l identity with pedagogical changes toward to student-centered design.