Instructional technologists can succeed in implementing 21st-century skills instruction only when those skills are seen as relevant to the pressing agendas that coexist in their schools. Otherwise they run the risk of being just more noise that teachers must respond to and may filter out. So how can they be seen as part of the solution instead of another nagging problem? At Hong Kong International School (HKIS), technology instruction gained traction when it was addressed alongside several curriculum initiatives. This article describes how a new curriculum-development review process resulted in some innovative uses of technology in the classroom. (Lists 2 resources and 2 online resources.)