In an expertise study with 94 mathematics teachers varying in their teaching experience (i.e., pre-service, induction, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to effectively integrate educational technology into their lesson plans. We assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Additionally, teachers developed a worked-out lesson plan for introducing the Pythagorean theorem to secondary students. They were explicitly instructed to refer to the integration of technology in their lesson plans. Experienced teachers considered more cognitively activating tasks in their lesson plans and exploited the potential of technology more than inexperienced teachers. Mediation analyses revealed that this effect was explained by teachers' perceived utility-value of educational technology but not by their professional knowledge. These findings suggest that teachers' motivational beliefs play a decisive role for effectively integrating technology in mathematics instruction.

We would like to thank Eleonora Dolderer, Caroline Grau, and Anna Rosenträger for their assistance with many practical aspects during conducting the experiments. The research reported in this article was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611.

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We would like to thank Kathleen Preikschas for the support with programming the teacher diary and Anna Rosenträger for her assistance in conducting the study. Iris Backfisch is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], funded by the Excellence Initiative of the German federal and state governments. The research reported in this article was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611.