239 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 12 DOI: 10.4018/978-1-5225-3955-1.ch012 ABSTRACT Digital media has transformed how we interact with each other, how we stay connected, and how we learn about the world around us. Digital media has also changed the teacher’s role from knowledge provider to facilitator (Lee, 2006). Teachers however, continue to struggle with technology and cur- ricula integration as a vehicle for engaging young learners with academics (Chen, 2010; Wachira & Keengwe, 2011). This chapter underscores the need to provide bilingual teacher candidates with specifc instructional uses for digital media to increase their capacity with technology integration, pedagogy, and content knowledge (Mishra & Koehler, 2006). This chapter explores the use of digital media within an after-school technology project. This research lends additional support for teacher preparation programs to integrate the use of technology if they are to serve teachers who work with a growing culturally and linguistically diverse school-age population. INTRODUCTION Things are seeming to improve more and more each day and I can tell that Everardo is learning more about technology and at the same time integrating education curriculum. (Erika, La Clase Mágica participant, 2014) When new teachers enter the classroom, they are expected to use research-based practices and technol- ogy integration while working with digital natives (Prensky, 2001)—students who have been using technology since they were old enough to hold a smart phone or tablet. However, many new teachers do Examining Bilingual Teacher Candidates’ Use of Digital Media Iliana Alanís The University of Texas at San Antonio, USA Margarita Machado-Casas The University of Texas at San Antonio, USA