One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and wide‐spread teacher change, transmission/delivery‐based pedagogies and chalk‐and‐talk methods continue to dominate. While policy directives and professional development programmes aim to effect change in teachers’ practice, they tend to fail to create sustainable change in teachers’ practice of using emerging technologies (ETs). This paper reports on a study that sought to understand how teachers change their pedagogy of teaching with ETs. Using a Design‐Based Research approach, the paper reports on the teachers’ pedagogical change framework (Teaching Change Frame ‐TCF) as a diagnostic tool for locating and mapping how teachers’ change. The TCF maps teachers’ existing pedagogies and ET uses, and designs a pathway of a change process to effect the desired change. The TCF was tested and refined using data from 325 teachers drawn from rural, resource‐constrained schools, urban, well‐resourced schools and from preservice teaching students in a decontextualized environment. Following three iterations it was found that teachers’ use of ETs in regulated, restrictive ways correlate with transmission pedagogies, unregulated, dispersed ways correlate with transformative pedagogies. The use of TCF not only located teaching pedagogies but also provide different pathways to ensure sustainable change. Findings emphasize the need for teachers to encourage learners to build/create/construct with ETs and for increased interaction in fostering nonregulated dispersed use of ETs.