In this paper, we critically analyze extant approaches to technology integration, arguing that current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology and pedagogy. We recommend using the Technological Pedagogical Content Knowledge (TPCK) framework as a means for thinking about how integrated conceptualizations of technology, pedagogy, and content as interdependent aspects of teachers’ knowledge would help them to better understand teaching with educational technologies. We offer the idea of TPCK-based “activity types,” rooted in previous research about contentspecific activity structures, as an alternative to existing professional development approaches, explaining how this new way of thinking may more authentically and effectively assist teachers’ and teacher educators’ technology integration efforts.