This action research aims to develop practices for the teacher education practicum that can support and encourage the collaborative planning of digital technology integration in teaching by university teacher educators and student teachers and supervising in-service teachers. More specifically, this study seeks to identify the features that make the pedagogical use of digital technologies meaningful. The background arises from the need to find ways to develop technology-enhanced pedagogy that encourages student teachers to engage in lifelong collaborative learning. We use the technology integrated matrix (TIM) as a theoretical frame-work and in the content analysis. The data collection took place during a primary school teacher education practicum period and involved teacher educators (N = 5), student teachers (N = 10), and classroom teachers (N = 5) in Finland. The results indicate that the pedagogical use of digital technologies needs to be considered throughout the teaching process: in the planning phase, action phase, and evaluation phase. Based on the results, we identify the key features of meaningful digital pedagogy to form a model that supports the codevelopment of digital pedagogical solutions.