This study focuses on supporting students digital literacy development in a technology integration course originally designed for pre-service teachers. Undergraduate students in three classes at a university in the Southeastern U.S. participated in this study. A mixed-methods study was implemented to analyze data from surveys, group interviews, participant products, and field notes of the researchers observations. First, this study investigated digital literacies reflected in the Technology Genius Project (TGP) in the technology integration course as well as participants attitudes toward digital literacy education. The data from the surveys indicated that participants from all three classes had statistically significant growth in digital literacy competence and positive attitudes regarding digital literacy education in K-12 schools. The data from group interviews, participant products, and field notes of the researchers observations indicated that participants from all three classes developed their digital literacies by participating in the tasks with authentic elements.Second, this study explored the supporting role of multiple scaffoldscollaboration guides, question prompts, digital literacy resources, and popular-culture resourcesin students collaborative learning during the TGP. The findings indicated that participants found the multiple scaffolds useful or effective for their collaborative learning or digital literacy learning. Specifically, participants indicated that the collaboration guides facilitated their collaborative learning. In addition, question prompts and digital literacy resources provided a base for their collaborative knowledge building regarding digital literacies. Moreover, popular-culture resources were revealed to be relatable tools for most students digital literacies learning. While the popular-cultural resources were not supportive for all student, they have the potential to support collaborative digital literacies learning given they are familiar to the instructor and students.