Advances in technology have created the potential for a new era of learning that is both ubiquitous and authentically grounded in real‑world contexts. However, there remains a gap between this theoretical potential and the lived experiences of teacher educators (TEs). To help bridge this gap, this study explored a TE's lived experience. The study used a narrative inquiry approach to examine how the TE integrated technology into teaching and learning, offering insights into a range of pedagogical strategies. The narrative illustrates how the TE designed and implemented a range of pedagogical approaches that modelled effective technology integration, giving student teachers (STs) authentic opportunities to engage in technology‑mediated learning aligned with the TPACK framework. Lessons learned, which emphasise the need for ongoing professional development that strengthens both technical competencies and technology‑enhanced pedagogical approaches, offer valuable insights into the integration of artificial intelligence in teacher education, a process that is still in its early stages.