Educators often say that technology is more than a gimmick or add-on, and that it should engage, enhance, or extend learning in ways that traditional tools do not. Yet they seldom stop to define these terms, and they can be confusing, especially for teachers and preservice teachers. Recently, while collaborating on an English language arts and technology integration assignment with a literacy instructor, the author realized that she needed to be explicit with the student teachers as well as with her teaching colleagues about the difference between engaging, enhancing, and extending learning when integrating technology. in this article Liz Keren-Kolb, more clearly defines these terms as they relate to technology integration projects. She then provides scenarios of technology integration. After each scenario is a table indicating where in the hierarchy the integration falls: "engagement," "enhancement," and/or "extension." These scenarios illustrate how teachers can implement the same general assignment in different ways to promote only engagement; engagement and enhancement; or engagement, enhancement, and extension of learning. Although just having one of the three types is sufficient reason to use technology, having all three lets teachers develop the innovative projects that allow for lifelong learning opportunities and a deeper understanding of learning goals.