With the current rise in popularity in using technology to enhance the students_ learning experience, mathematics lecturers are pressured to incorporate technology in their instructional design. The situation becomes problematic when many of these lecturers_ learning experiences have a limited exposure to teaching and learning technology. To compound this decision making further, technology tools offered to lecturers_ are numerous in terms of functions and forms. This study focuses on how mathematics lecturers_ in one university in Malaysia decide on what technology to use and what are the factors that are involved in their decision-making. This study presents the narrative of five mid-career mathematics lecturers and how they meaningfully selected, used technology and incorporated technology into their instructional designs. The evidence in this study suggests that lecturers_ decision on what technology they use in their instructional design tend to be in an ad-hoc manner and above al.....

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