Since the 1980s, research about technological integration in education has relied on models that position teachers as inherently anxious and/or resistant. These models posit that the key to successful preparation and development is helping teachers accept that they must abandon their concerns and use these technologies regardless of personal and contextual circumstances. This article has three purposes. First, it offers a critical view of these linear models; second, it proposes a model based on concepts of intra-activity and on-going becomings in human/non-human interaction. Third, the article uses examples from data from rural English language arts teachers in the United States working to integrate technology into their teaching to illustrate how intra-activity and on-going becomings offer a helpful contextualised, identity-based framework for thinking about teacher-technology collaboration over traditional models. The article ends with suggestions for adopting the concept of intra-active entangled becomings into formal teacher learning about technology integration.