Improving in-service teacher education is paramount to improving student learning outcomes, and while research in this area typically examines formal teacher learning opportunities, emerging research indicates that teachers also engage in informal and independent modes of learning. Our inquiry into how teachers learned about integrating technology into their instruction highlighted their ability to seamlessly switch among all three modes as their needs required and opportunities allowed, which the literature to date does not capture. We apply the communities of practice theoretical framework to conceptualize a holistic approach to supporting in-service teachers' learning activities. By identifying the affordances and constraints of these three learning modes we illustrate how the affordances in modes counteract the constraints of the others.