Engaging teachers as co-designers in the implementation of technology-enhanced learning activities results in the greatest integration of technology-rich activities in teachers’ practices compared with them being re-designers or simply executors of designed activities (Cviko, McKenney and Voogt, 2014). This gives agency to teachers as learners and fosters the development of professional learning communities (Lieberman, Campbell and Yashkina, 2015). In order to understand how TEPIs develop, the SITES-M2 study collected information about wider school, regional and national level contexts (Kozma, 2003).