The study explored the evaluation of digital instructional materials (DIMs) by K-8 teachers of mathematics, positing that a useful perspective for evaluating DIMs by K-8 teachers of mathematics is considering how technology integrates with research-based practices for teaching mathematics. This paper describes the study that drew on the documentational approach of didactics and reports on analyses of teacher-generated frameworks that encompass research-informed mathematics teaching practices combined with three levels of technology integration. Analyses revealed several themes in how technology could transform effective mathematics teaching practices: (a) from one-size fits all toward differentiating for student needs, (b) from static displays toward dynamic representations, and (c) from teacher-centered toward student-centered practices. The framework and themes offer opportunities for mathematics teacher educators to support teachers in making technology integration choices that positively impact pedagogy.