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Understanding the challenges of incorporating new technologies into classroom practice calls for the development of naturalistic perspectives that situate their adoption and use within the everyday work of teaching. In this light, recent British and French studies have developed and validated a model of secondary mathematics teachers’ ideals for classroom use of computer-based tools and resources, and identified the crucial role of craft knowledge in realising these ideals in practice. From consideration of a wider literature base, this paper develops a conceptual framework that identifies key structuring features of classroom practice, showing how they relate to technology integration: working environment, resource system, activity format, curriculum script, and time economy. To illustrate a holistic application of this conceptual framework, it is used to analyse the practitioner thinking and professional learning surrounding an investigative lesson incorporating use of dynamic geometry. This demonstrates how the framework illuminates the professional adaptation on which technology integration into classroom practice depends

Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics