Integrating technology in school mathematics has become more and more common. The teacher is a key person in integrating technology into everyday practice. To understand teacher practice in a technological environment, this study proposes using two theoretical perspectives: the theory of technological pedagogical content knowledge to analyze teachers' knowledge, and instrumental orchestration to analyze teachers' actions. Applying this dual perspective to one teacher's practice can shed light on the complexities faced by a teacher who integrates technology in her practice.