This paper presents an expansion of the Will, Skill, Tool model of technology integration originally developed in 2000 (Knezek, Christensen, Hancock, and Shoho, 2000). This model posits that educator desire to use technology (will), training in use of technology (skill), and access to information processing hardware, software and support structures (tool), are all necessary for full integration of technology into the classroom environment. The expanded Will, Skill, Tool Model is designed to provide a workable framework for examining the interplay of multiple variables in operant, phenomenological, social cognitive, volitional, and socio-cultural aspects of the student, teacher, and technology relationship.