This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success.