Because of the digitalization as the current wave of mediatization (Hepp 2020) the requirements on the professionalization of teachers are changing. Thus, the pedagogical use of digital technologies in education is becoming a part of teacher’s professionalism. However, in European countries the frequency of the use of digital technology in classroom differ and there is a wide range of types and forms using technology in education (Eickelmann et al. 2019; EU 2019; Lorenz et al. 2022). One of the reasons for this diversity are different attitudes of teachers towards digital technology (Eickelmann & Vennemann 2017; Gouseti et al. 2023). In particular, study results indicate the influence of implicit knowledge on the usage of technology in education (Kommer 2010). The approach of the habitus - or rather the media related habitus (’medialer Habitus’) – can conceptualize this phenomenon. Thus, there is a direct link between implicit knowledge and pedagogical acting, which influence the use of digital technology. Existing studies reconstructed different forms of media related habitus and the assumption is that the different forms lead to specific ways of using digital technologies (Brüggemann 2013; Kommer 2010). For example, teachers maybe try to avoid the use of technology or they are motivated to use them.
On the other hand, with the pedagogical usage of digital technology is becoming part of teachers` professionalism also places more requirements and demands on them. These requirements has normative implications for teachers on different levels, such as institutional and organisational conditions or pedagogical concepts that influence teachers` practice. Here, too, it can be assumed that different pedagogical conditions have various effects on the way teachers use digital technologies (Breiter et al. 2013, 41-45; Lorenz et al. 2022, 12-13).
Not yet clarified is how the media related habitus relates to these requirements and their normative implications. Bohnsack (2017) conceives the relationship between habitus and norm within the praxeology sociology of knowledge (’Praxeologische Wissenssoziolgie’) as an implicitly processed interrelation. This interrelation is located in the orientation framework (in a broader sense). The orientation framework determines the habitual practice as the ’modus operandi’ of acting. Thus, the implicitly processed interrelationship between habitus and norm influence the way teachers use digital technologies. Thereby this relation can take on different forms and both, for example, can be in tension or fit (Geimer & Amling 2014).
The paper presents a study that examined this interrelationship among secondary school teachers with focus on the use of digital technologies. Based on the praxeology sociology of knowledge the role of the habitus is conceptualised within the orientation framework as relation between habitual orientations (’Handlungsorientierungen’) (Nohl et al. 2015) and the role of normative expectations as orientation schemes (’Orientierungsschemata’) (Bohnsack 2017). The paper discus this research and present a typology of different orientation frameworks (in a broader sense). The findings framed against the backdrop of the discourse on habitual influence on the pedagogical use of technology. This enables a differentiated understanding of how the conditions of educational practice influence habitual orientations of teachers` and how this leads to specific forms of technology use. In this way, it can be shown how the relationships of habitual orientations and orientation schemes shape the pedagogical practice in different ways. On the one hand it becomes apparent that based on the habitual orientations similar conditions are perceived differently by the teachers and are thus associated with varying implications for the pedagogical practice. On the other hand, teachers with comparable habitual orientations use digital technologies differently when normative expectations vary. This opens up a differentiated and theoretically reflected approach to explain diversity in teachers` use of digital technologies in the classroom.

The main research question was ’How do the orientation framework (in a broader sense) – as an interrelation of habitual orientation and orientation schemes – influence the teachers` use of digital technologies in classroom?’. In particular, the study examined three sub-questions: (RQ1) How do habitual orientations and orientation schemes shape teachers` use of technologies? (RQ2) How do habitual orientations and orientation schemes relate to each other? (RQ3) How are further technology related orientations linked to these habitual orientations? For this purpose, the study based methodology on the documentary method (Bohnsack 2021, Nohl 2017). Guideline-based interviews with a narrative focus (Nohl 2017) conducted for data collection with twelve secondary school teachers in Germany. The sample criteria were school type and the professional as well as the media-pedagogical experience of the teachers. The data collection carried out as an iterative-cyclical process (Nohl 2013, 39) at four survey points in the period from summer 2018 to summer 2020. The first wave conducted in summer 2018 with two person, second wave in summer 2019 with four persons, third wave in winter 2018/19 again with two person and a final wave in summer 2020 with four person. Topic of the interviews was the use of Tablet-PCs in the classroom as a reference point for the pedagogical use of technologies. For this purpose, during the interview care was taken to ensure that the interviewees also addresses their general attitudes towards digital technologies. Based on the documentary method, the interviews were analysed with a formulating and reflective interpretation. In addition to the reformulation of the communicative meaning, the formulating interpretation separated the text types to distinguish between narratives, descriptions, argumentations and evaluations (Nohl 2017). The reflective interpretation reconstructed the habitual orientations and the orientation schemes as well as their relations to each other separately and in comprehension for each case. Therefore, a sequence-analytical approach was used to analyse focusing metaphors (’Fokussierungsmetaphern’) and counter-horizons (’Gegenhorizonte’) (Bohnsack 2014; Nohl 2017). In a next step, these orientations abstracted from the individual cases and transferred into a typology of orientation frameworks (in a broader sense). Furthermore, the reflective interpretation of the interviews reconstructed orientations that shape the private technology use of the interviewees. This enabled a relational-typology (’relationale Typik’) (Nohl 2013) in which the orientation frameworks of teachers` use of digital technologies in classroom could be linked to their private technology-related orientations.

The typology reconstructed in the study describes different forms of habitual practice – as ’modus operandi’ – of the use of digital technologies. The meta-theory of the praxeological sociology of knowledge enables a differentiated understanding of this phenomenon. Thus, the ’modus operandi’ of teachers` use of digital technologies can be described as specific forms of the interrelation between habitual orientations and normative expectations. In the paper this interrelation is discussed as an important factor influencing the diversity of teachers` pedagogical practices with digital technologies. An important reference point for this are approaches of professional theory that emphasize the role of the habitus. These approaches assume that the habitus is a crucial factor for acting professionally within the antinomies of educational professions (Helsper 2021; Oevermann 1996). It is assumed that irritations and modifications of habitual practice are fostered by tensions in the social field or the habitus itself (Helsper 2019). With a better understanding of the interplay between habitual orientations and perceived normative expectations, hypothesis can be made about possibilities for habitus transformations. Depending on the fit or tension within the orientation frameworks (in a broader sense), an irritation and modification of habitual practice seems to be more or less possible. These findings can be used for teacher education. Thus, the diversity of teachers` practices in the use of digital technologies can be addressed on a habitual level with educational offers tailored to the target group.

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