ABSTRACT
Existing research on teachers' beliefs remains majorly focused on cognitive aspects, while lesser attention has been paid to affect and context. In the present study, we use the lens of the cognitive-affective model of conceptual change, to understand how teachers' beliefs about technology integration changed when they were compelled to move to online teaching as a result of the COVID-19 pandemic. We present findings from a multiple-case study of two secondary school teachers in Kerala, India. Contrary to expectations, the teacher who had low training and low self-efficacy showed stronger belief change towards effective integration of technology, compared to a teacher who was skilled in using technology for physical classroom activities. Motivation, context and situational resources played a crucial role in understanding the difference. The findings have implications for learning sciences researchers working on effective integration of technology-focused solutions in the classroom and in designing TPD programs. © ISLS.