Abstract Digital one-to-one educational environments, in which all students in a classroom are equipped with the same digital device, are becoming increasingly prominent and widespread. Furthermore, the deployment of technology has become increasingly critical to teaching mathematics. Still, many teachers struggle to integrate technology appropriately into their teaching. Conversely, some teachers expertly incorporate technology into their classrooms, raising the question of which aspects of teaching with technology account for this difference. To explore this effective technology integration, we conducted semi-structured interviews with mathematics teachers who consistently use technology-enhanced learning environments in digital one-to-one settings. We aimed to uncover phenomena that underpin their successful practices. Using qualitative content analysis within a constructivist grounded theory framework, five phenomena were identified: Student Autonomy , Student Motivation , Pedagogical and Technical Usability of Learning Material , Pedagogical Versatility , and Resources . Additionally, the teachers viewed the shift toward student-centred learning not as a challenge, but as an opportunity. Our findings suggest that professional development and teacher education programs should specifically address the changing role of the teacher in the classroom to prepare teachers for student-centred, technology-enhanced classroom settings, on the one hand, and the identified phenomena that shape teachers’ technology adoption, on the other hand.
Weinhandl et al. (Mon,) studied this question.