The purpose of this study was to pilot an instructional planning tool grounded in guided self-reflection on the instructional planning practices and instructional behaviors of a small sample of teachers. I designed the instructional planning tool, which was named the Informed Technology Integration Guide (ITIG). Participants used the instructional planning tool to document their definitions of effective technology use, their selection of resources (traditional instructional and digital or emergent technologies) and instructional strategies to facilitate students' exploration of topics and skills based on standards and instructional goals. The ITIG provided a sequence of self-reflection questions to facilitate teachers' evaluation of the instructional activity documented in the ITIG. These questions focused on how well the use of technology supported the instructional goals of the activity. Through observations, interviews, and analyses of submitted ITIGs, I collected triangulated data to create a rich, descriptive narrative to share these participants' decisions concerning the use of technology to support instruction and student learning. Participants also provided survey data to determine their level of technology use and their beliefs about the role of technology in education, while recognizing contextual factors impacting technology use decisions. The survey instrument, observation and interview protocols were modified from prior research investigating technology use levels and effective instructional strategies. This pilot of the instructional planning tool, survey, and protocols yielded evidence that teachers' documentation and reflection on their instructional planning impacted their decisions concerning the instruction they were planning. Participants recognized the power of reflection to guide them to enhance their use of technology and expand their awareness and consideration of alternative forms of emerging and traditional instructional technologies to impact student learning. They also realized the degree to which their use of technology aligned with instructional strategies they employ to create effective activities. Some participants viewed technology as a central aspect of contemporary life and demonstrated the process of technology transparency (Bruce & Hogan, 1998). I also present evidence of the need to reconsider how we measure effective technology use levels. Many research teams tend to use survey data and frequency counts, which omit the contextual factors and interrelationship of technology use amid content area curricular goals. I propose the need to consider and document how well teachers develop skills in blending the selection of technology, resources, instructional strategies, and pedagogy to address students' needs and infrastructural realities to measure technology use levels. As this study is preliminary, additional investigation of the benefit, usability and sustainability of this instructional planning tool with a significantly larger and more diverse sample will offer guidance as to the impact of guided self-reflection to enhance teachers' instructional planning and enactment, as well as nurture more consistent technology integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]