Existing research on teachers’ technology leadership shows a certain evolutionary trajectory: a) emerged when the educational technology leadership transitioned from traditional and popular principals’ technology leadership to a broader perspective of technology leadership roles (teachers as part of technology leaders) (1990s–2005), due to more and more educational stakeholders leading technology integration in their organization; b) focused on teacher-driven technology leadership (2006–2016) since Twomey et al. (2006) adapted the 2000 ISTE standards for teachers, which aimed at driving teachers to develop technology competencies; and c) applied the 2017 ISTE standards for educators to shift research toward a learner-driven teachers’ technology leadership (since 2017), reflecting teachers use technology to empower learners to drive their own learning.