What can we realistically expect teacher educators to do with technology, given the contexts in which they find themselves, the skills that they bring to their contexts, and the changes that they would need to make? We attempt to answer this question through three self-studies as we integrated technology into methods courses and student teaching supervision. Data sources included reflective journals, lesson plans, observations, and interviews. Pre-established categories and constant comparative method were used to analyze the data. Three common themes emerged (the issue of technology integration; the interdependence of skills, responsibilities, and context; and the mediation of context) that lead us to conclude that the notion of technology integration varies in different contexts.