Technology‐enhanced classrooms offer dynamic possibilities for teachers and students. The teacher's role can shift from being an expert in control of the class to being a coach who challenges students to use technology to explore the world and share their findings in innovative ways. Such redefining of roles, however, involves risk and often discomfort on the part of teachers and students alike. This article describes the classroom of a third‐grade teacher who has placed self‐regulated learning at the heart of her approach to embedding technology throughout her program. By explicitly teaching and reinforcing the skills of self‐regulation, she is able to nurture the development of independent, collaborative learners who use technology to access information and document and share their learning.