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After introducing the distributed interpretation of the TPACK model, this paper focuses on the profile of the teachers who “enact” it within their classroom, based on data from a large case-study with digital storytelling at school. Results are quite surprising: most of the teachers are quite aged, with more than 20 years of teaching experience, with a background in humanities rather than science; many admit a poor command of Technology Knowledge. Yet, they succeed: benefits for their students are substantial, over a wide spectrum. What lesson can be drawn? That contrary to what may be expected, PK and not TK is probably the issue when introducing technology at school.
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