The advent of disruptive technologies has brought more significant consideration of the need for pedagogical reformation. Based on a long history of educational technology integration, it has been found that teachers use technology for the same classroom practices rather than adopting new approaches that harness their potential. However, this domestication limits student learning. This paper responds to change using the theoretical framework of pedagogical beliefs. It is argued that teachers’ pedagogical beliefs are vital to transforming educational practices. This requires research with teachers on what informs their use of technologies rather than a narrow examination of how teachers use technology. Research approaches with theoretical frameworks provide a pathway towards transformational impact.