Many teachers reported improved skills in using technology as a direct result of teaching virtually during the pandemic (Bushweller, 2020). The authors wondered which uses of technology would continue as teachers transitioned back into face-to-face classrooms. Recognizing that mere incorporation of technology into instruction does not guarantee enriched learning (National Council of Teachers of Mathematics, 2014), they also wondered what frameworks were available to support making purposeful decisions regarding the incorporation of technology into mathematics lessons. Having used the mobile-learning or m-learning framework (Kearney et al., 2012) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model (Puentedura, 2013) separately in other contexts (see Barlow et al., 2020; Barlow & Groves-Scott, 2020), the authors hypothesized that these frameworks taken together might be useful in this way. With this in mind, this article will share how the authors used the two frameworks (i.e., m-learning framework and SAMR model) to guide and evaluate the incorporation of technology in three seventh-grade mathematics lessons. It is hoped that others will see these frameworks as useful in making their own instructional decisions regarding technology incorporation