“…This is important because ICT has the potential to support learning in engaging ways, transferring knowledge actively rather than passively (Cherner & Curry, 2017;Christensen et al, 2018;Lee et al, 2017). However, ongoing changes in technology and pedagogical strategies, coinciding with the growing pressures for teachers to develop technologically savvy students, have resulted in teachers becoming inundated with demands for continuous professional development (Adjapong et al, 2018;Azorín, 2020;Christie, 2016;Cook et al, 2017;Edwards, 2017;García Espinosa et al, 2015;Hatlevik, 2017;Krutka et al, 2017;Longhurst et al, 2016;Prestridge, 2017). Also, researchers have criticized teacher PD for lack of evidence that it changes teachers' practice due to its one-size-ts-all approach with little teacher buy-in and poor implementation (Bowe & Gore, 2017;Parsons et al, 2019;Trust, 2016;Trust et al, 2018).…”