This paper presents a research project in a teacher education course for first year university students that focussed on a blended learning approach. Guest presenters of weekly lectures were asked to consider a variety of digital learning support tools, including clickers, Blackboard and Facebook, in their pedagogical decisions. The focus of this paper is the presentation and analysis of data collected from teaching staff involved. The paper concludes that guest presenters want to retain a sense of control of the pedagogical impact they are planning for their students; for this purpose, the paper offers a set of recommendations to improve access and use of digital tools in university teacher education courses.