Technology-enhanced learning and blended learning delivery have been growing in popularity in vocational education and training contexts. Different technology integration frameworks have been developed to assess the extent and nature of this technology integration for learning, using frameworks primarily developed in school and higher education contexts. This article explores the usefulness of two of these technology integration frameworks -- Substitution Augmentation Modification Redefinition (SAMR) and Technology Integration Matrix (TIM) to understand the adoption of technology blended into courses within a vocational education and training context. Using a case study of technology integration and moves towards blended learning within an Australian Defence Force (ADF) Vocational College, this article raises important questions for VET colleges about the relevance of such frameworks to guide integration of technology into learning in VET contexts.