Educators are increasingly encouraged to
practice life-long learning. Learning to cope with emerging
technologies for educational purposes is, for most educators,
a complex process. Consequently, educators engage in
critical reflective processes, and consider new views as they
learn new knowledge and skills so as how to best apply
information and communication technologies to teaching
and learning. For educators this process can be intimidating
and frustrating. The use of new technologies in education
requires educators to reconceptualise traditional
educational concepts which means that educators need
compelling reasons to dramatically change their teaching
and learning practice. This paper highlights the significance
of Mezirow's transformative learning theory for teachers'
technology professional development and provides insight in
teachers' learning processes as they learn emerging
technologies for educational purposes. The data discussed in
this paper have been drawn from a study at Fontys
University of Applied Sciences, The Netherlands. The data
were collected and analyzed according to a qualitative
approach.