The innovation barrier being addressed in this paper is scarcity of exemplary practice during preservice teacher education. This study is part of a design experiment in teacher professional development that pushes the limits (breadth and depth) of curricular integration of information and communication technologies in teaching and learning. The focus is on pre-service teachers' use of the knowledge building principles in a francophone professional development school (PDS). The KB principles were used as scaffolds for collaborative reflective practice during student teaching and, later, early field experiences over a three-year period. Their inquiry was on teaching in a network-enabled classroom. Though advancement in understanding is visible, the ATK results reveal more similarity than difference across time and level of program advancement in the use of the knowledge building scaffolds. Innovation and convergence reached a new level of concreteness. Next iteration's challenges are identified.