The demand for the transformation of pedagogy has precipitated a worldwide concern for teacher professional development in Information and Communications Technologies (ICT). Approaches to ICT professional development that orientate teachers towards the attainment of ICT skills have become redundant. Rather notions of pedagogical analysis and development of teacher confidence in change are expected outcomes that enable teachers to transform their beliefs and practices. This paper examines the types of ICT professional development teachers prefer to engage in. A mixed method approach was adopted. Data are draw from teacher interviews and a questionnaire. The findings suggest that teachers' orientation to ICT professional activity remain focused on technical competency even if they are interested in pedagogical analysis. It is not until a teacher has reached a personal competency level with an ICT application that they begin to seek more constructivist orientated ICT professional development activity.