{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,6]],"date-time":"2026-03-06T22:30:12Z","timestamp":1772836212886,"version":"3.50.1"},"reference-count":75,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,9,22]],"date-time":"2025-09-22T00:00:00Z","timestamp":1758499200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"European Union-NextGenerationEU","award":["BG-RRP-2.004-0008"],"award-info":[{"award-number":["BG-RRP-2.004-0008"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Informatics"],"abstract":"<jats:p>This paper explores how primary school teachers integrate digital technologies into their classroom practice, with a particular focus on the extent to which their stated intentions align with what actually takes place during lessons. Drawing on data from the Bulgarian SUMMIT project on digital transformation in education, the study employed a mixed-methods design combining semi-structured interviews, structured lesson observations, and analysis of teaching materials. The sample included 44 teachers from 26 Bulgarian schools, representing a range of educational contexts. The analysis was guided by the Digital Technology Integration Framework (DTIF), which distinguishes between three modes of technology use\u2014Support, Extend, and Transform\u2014based on the depth of pedagogical change. The findings indicated a strong degree of consistency between teachers\u2019 accounts and observed practices in areas such as the use of digital tools for content visualisation, lesson enrichment, and reinforcement of knowledge. At the same time, the study highlights important gaps between teachers\u2019 aspirations and classroom realities. Although many spoke of wanting to promote independent exploration, creativity, collaboration, and digital citizenship, these ambitions were rarely realised in observed lessons. Pupil autonomy and opportunities for creative digital production were limited, with extended and transformative practices appearing only occasionally. No significant subject-specific differences were identified: teachers across disciplines tended to rely on the same set of familiar tools, while more advanced or innovative uses of technology remained rare. Rather than offering a definitive account of progress, the study raises critical questions about teachers\u2019 digital pedagogical competencies, contextual constraints and the depth of technology integration in everyday classroom practice. While digital tools are increasingly present, their use often remains limited to supporting traditional instruction, with extended and transformative applications still aspirational rather than routine. The findings draw attention to context-specific challenges in the Bulgarian primary education system and the importance of aligning digital innovation with pedagogical intent. This highlights the need for sustained professional development focused on learner-centred digital pedagogies, along with stronger institutional support and equitable access to infrastructure.<\/jats:p>","DOI":"10.3390\/informatics12030099","type":"journal-article","created":{"date-parts":[[2025,9,22]],"date-time":"2025-09-22T13:04:44Z","timestamp":1758546284000},"page":"99","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Talking Tech, Teaching with Tech: How Primary Teachers Implement Digital Technologies in Practice"],"prefix":"10.3390","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7877-5792","authenticated-orcid":false,"given":"Lyubka","family":"Aleksieva","sequence":"first","affiliation":[{"name":"Faculty of Educational Studies and the Arts, Sofia University \u201cSt. Kliment Ohridski\u201d, 1000 Sofia, Bulgaria"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8947-2682","authenticated-orcid":false,"given":"Veronica","family":"Racheva","sequence":"additional","affiliation":[{"name":"Faculty of Pedagogy, Sofia University \u201cSt. Kliment Ohridski\u201d, 1000 Sofia, Bulgaria"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3720-2242","authenticated-orcid":false,"given":"Roumiana","family":"Peytcheva-Forsyth","sequence":"additional","affiliation":[{"name":"Faculty of Pedagogy, Sofia University \u201cSt. Kliment Ohridski\u201d, 1000 Sofia, Bulgaria"}]}],"member":"1968","published-online":{"date-parts":[[2025,9,22]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"12585","DOI":"10.1007\/s10639-022-11127-z","article-title":"A systematic review of primary school teachers\u2019 experiences with digital technologies curricula","volume":"27","author":"Stringer","year":"2022","journal-title":"Educ. 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