Abstract: In Florida, curriculum has evolved into a set of formal learning outcomes that often lead teachers to think they need to have complete control over learning. Sternberg (2012) argues that as children move through school, they learn how the system works and suppress their spontaneous creativity. Equally, teachers, in seeking to achieve prescribed targets, which they are pressured to do, also curb their instructional creativity, by avoiding instructional risk-taking. Rather than apprentice pre-service teachers into 'uncreative pedagogical habits' learned from their cooperating teachers, a cadre of 32 preservice teachers were briefed to establish an after-school program for ELLs in 3 Title I schools using mobile technologies to guide their pedagogical development. This paper reports how preservice teachers flipped their practicum while themselves becoming creative managers of instruction which in turn helped to flip their cooperating teachers’ practices vis-a-vis technology.