This article explores the current research on teacher integration of instructional technology in their teaching practices. The literature shows that teachers continue, as they have for decades, to be reluctant and struggle to incorporate instructional technology resources into their lessons, depriving their students of needed skills and literacies. This article explores pairing technology integration with self-directed learning environments and activities as an alternative to address this long standing issue. The literature points to the potential of self-directed learning to address instructional technology integration issues because it places the emphasis and responsibility on the learner and takes advantage of their natural inclination for technology use.