Facilitators worldwide at all levels of the educational hierarchy have always speculated on how technology best fits into their teaching and learning environments and whether or not there is a "natural-occurring" space for emerging technologies. Educational technology discourse (for just as long) has underscored strategic integration of 21st century technologies within academic contexts. Many practitioners have noted that in an era of technology ubiquity, the question is not "to use or not to use?" but rather when, how much and more importantly which technology tool to use in the classroom in order to provide optimal learning experiences for all. These musings, of course, have significant implications for training activities within faculty development units.