How and Why Teachers Use Technology: Distinct Integration Practices in K-12 Education

Abstract

This study investigates the integration of digital technology in K-12 education by examining the practices of Estonian primary and lower secondary school teachers. Through latent profile analysis, we identified six distinct profiles of teachers’ digital technology integration practices, each characterised by unique patterns of how and why technology is integrated. These profiles—Motivating Facilitators, Depth Facilitators, Efficiency Engineers, Engaging Innovators, Depth Divers, and Motivating Traditionalists—highlight the necessity for context-specific professional development that addresses teachers’ diverse needs and motivations. The study contributes to the growing literature on technology-enhanced learning by providing valuable insights into designing effective professional development programs and promoting the strategic use of digital technologies to enhance student learning.