Digital technologies are now routinely embedded in contemporary school education, and teachers are expected to be skilled in integrating digital technology to support and enhance student learning. However, integrating technology in teaching and learning has often been positioned as specialised work requiring expert input, with teachers viewed as lacking skills or being reluctant to engage. This framing has created barriers to widespread technology adoption in classrooms. We posit that taking a design approach to exploring teacher practices with technology-enabled learning supports a more in-depth understanding of the thinking and decision-making which underpins this work. In this chapter, we examine how teachers make design decisions when integrating technology into learning experiences. Through analysis of 48 teachers’ design practices, we identified three key aspects of teachers’ technology integration: (a) teachers utilise a broad range of devices and applications in their teaching programs; (b) student needs are the primary influence on teachers’ technology integration decisions; and (c) school context shapes how teachers design technology-enabled learning. Expert teachers demonstrated more sophisticated approaches to technology integration, focusing on student-led learning experiences and development of digital literacies, while novice teachers tended toward teacher-led applications. We explore how design thinking can support routine technology integration as part of teaching practice, making it more achievable and accessible for all teachers regardless of experience level.