This article explores teachers' technology integration in the classroom through 2 means: 1) what researchers are saying about emerging trends and best practices as well as, 2) the author's research assignment regarding the technology integration experiences of longer tenured teachers. More tenured teachers are different than their younger colleague in that they did not receive the same quantity of preservice technology integration instruction as part of their teacher education as their younger counterparts. Four priorities that emerged for educational stakeholders to consider in order to help transition educators from technology operators to technology facilitators and integrators (Gorder, 2008) are: 1) planning for technology, 2) addressing teacher concerns, 3) understanding and addressing the technological ability differences amongst staff, and 4) comentorship and collaboration.