Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful way to learn. This study investigates four teachers who have developed from traditional teaching into innovative facilitators with ubiquitous ICT. Specifically, how did teachers who were innovative facilitators describe their salient experiences to satisfy their autonomy, competence, and relatedness in their identity development? As an instrumental case study, we analyzed their stories to understand why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. All teachers described salient episodic learning experiences and students' input as key to transforming their autonomy and competence with ICT pedagogy, contrasting with other studies. Teachers emphasized supportive internal relationships because they distinguished themselves from other traditional teachers. The study concludes that educational leaders help teachers access their beliefs with episodic learning to develop innovative facilitators on their based on their pedagogical beliefs that influence ICT classroom learning.