The school library profession has begun to develop a reputation for tech-savviness. Several school librarians are nationally recognized technology leaders and present at conferences where instructional technology is at the forefront. Unfortunately, while school librarians have done a wonderful job of marketing their technological expertise in the professional development they provide, the author believes that school librarians neglect to develop and emphasize pedagogical principles that should be guiding the technological choices of teachers, as well as their own. In this article, the author discusses the misuse of technology integration models, including SAMR (substitution, augmentation, modification, and redefinition) and TPACK (technological pedagogical content knowledge).