Lynam, AoifeMcCoy, Selina2022-07-222022-07-222022https://doi.org/10.1080/13664530.2022.2074086http://hdl.handle.net/20.500.13012/117The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers’ technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 preservice primary school teachers in one teacher education programme in Ireland, some of whom used a digital camera, were analysed using an inductive thematic approach. Opportunities for pre-service teachers to develop their knowledge and practice were shaped by their interaction with the primary school context, the people within it and the digital resources provided, the Zone of Proximal Development (ZPD). While the initial teacher education programme provided opportunities and digital resources to support the primary teachers’ learning, the Zone of Promoted Action, these were ultimately shaped by the ZPD. The results have implications for professional development programmes striving to support teachers in developing innovative practice in a post-COVID era.enTeaching practicesociocultural theoryZone of Proximal Developmenttechnology integrationDigital videoArticle