Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a conduit to study and design learning technologies. Towards this goal, I propose socio-materiality as a key theoretical construct with valuable insights and implications for the field of learning technology. Socio-materiality helps balance the disproportionate attention given to either the social implications of technology use or the material aspects of technology design. Furthermore, I forward "socio-material bricolage" as a useful analytical framework to examine and design technology-infused learning environments. I illustrate the value of the framework by applying it to three case studies of formal and informal technology-based learning.