This qualitative participatory action research (PAR) study uses photovoice to explore the assumption that digital natives in a teacher credential program understand effective technology integration in the classroom. This study examines teacher candidates' (TCs) abilities to identify and articulate effective technology integration as connected to technology use through their photos and reflections. Based on the results of this study, ensuring TCs receive a sound foundation in SAMR and technological, pedagogical, and content knowledge (TPACK) frameworks can increase TCs' capacity for identifying and applying effective technology in the classroom.