This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant's (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, and lesson artifacts. Thematic analysis revealed three themes: Teacher in Control pedagogical approach raised preservice teachers' concerns about instructional planning; Teacher as Facilitator pedagogical approach led to increased user confidence and exploration; Problem-based Learning pedagogical approach led to in-depth design of comprehensive lessons for individualized student populations. Other teacher educators can adopt this approach when introducing students to technology.