This study explores how teachers reason their purposeful action, intentionality, in using technology for classroom practice in an Indonesian context. The context of the research is a high school in Indonesia in which there is evidence of technology-supported teaching. This provided the space to explore the link between teachersâ actions and their reasoning, thereby illuminating their intentional technology practice. By giving teachers discursive space to articulate and reason their practices, teachersâ actual intentions in using tech-nology and how these translate into action were explored. Understanding teachersâ in-tentionality in their technology practice could contribute to our understanding of tech-nology adoption by schools more generally. The notion of intentionality adopted in this study is drawn from the folk-concept of inten-tionality, which refers to the quality of a purposeful action, described as intentional action (Malle and Knobe 1997). The study aims to investigate how teachers explain their pur-poseful action in their technology use when they are given the space to do so. It also aims to see how context influences and shapes teachersâ intentionality in their technology practice. A qualitative approach was employed to understand teachersâ technology prac-tice in a specific context. Photo elicitation was used to generate the data needed for the study. A total of seven teachers participated in elicitation sessions, each session stimu-lated by 3-5 photos taken in their classrooms. The study used the folk-intentionality framework to explicate the teachersâ articulated technology practice. The three types of explanation offered by folk-intentionality framework - reasons, causal history of reasons, and enabling factors - provided a tool to understand their reasoned technology use as stimulated by their self-selected photos. When the teachers reasoned their technology practice they made reference to their pedagogical beliefs, value beliefs and their self efficacy. The references that each teacher drew on when they offered reason type of explanation were related to their pedagogical beliefs and value beliefs. Meanwhile, they talked about their context, which included the resources and school policies in their causal history of reason type of explanation. For their enabling factor type of explanation, the teachers in this study referred to their self-efficacy and opportunity. They discussed their personal attachment, experience, past training, community demands and fortituous moments. They presented the technology practices which they considered relevant. The study finds that context influences teachersâ intentionality in technology practices, including resources and school policies. Furthermore, contexts shape teacherâs technology practices by providing the requisite environment and facilitating teachersâ meaning making of their technology practice. This study concludes with contributions, implications and recommendations for further research. Through the photo elicitation, the study contributes to the intentionality literature and methodology and how it has created the space for teachersâ reflections on their technology practice. It also has implications for teacherâs technology practice and research into intentionality. Further study on intentionality could explore teachersâ dynamic development and links between teachersâ intionality and its impact on the learning environment. It is also possible to delve deeper into intentionality in rich-technology and poor-technology environments. Lastly, collective intentionality could be explored to broaden research on intentionality.