Research in instructional technology offers valuable insights into how technology has been adopted in language teaching to improve student learning outcomes. However, this research is typically limited to affordances and constraints of different technological tools with little examination of teacher knowledge of integrating these tools and how macrostructures shape teacher practices in a language classroom. This paper fills the gap in literature by drawing on the Bourdieusian concept of habitus to provide a critical theoretical basis for designing technology-oriented professional development. It provides new ways to contextualize technology integration and teacher knowledge by introducing a framework to harness the power of technologies, including multimedia and hypermedia technological tools, in English language teaching and learning. The key findings of literature review demonstrate that teachers' practices can be explained by their habitus (which includes what teachers unconsciously know about teaching) and teaching-related schema generated from habitus. Also, pedagogical and technological practices are shaped by social contexts and major paradigm shifts in education. The findings suggest a need for designing technology-oriented professional development that considers teachers' backgrounds or habitus as well as their technological and pedagogical capital.