The article focuses on the Technological Pedagogical Content Knowledge (TPCK or TPACK) framework among in-service music teachers in primary schools. Narrative research has allowed us to identify the environment and important others that lead to the release and maintenance of sparks of interest in using technology within various educational models and supporting influential solutions. Longitudinal studies and identification of informal environments within learning ecologies have allowed us to formulate the optimal paths to achieving TPACK competence. The study of a specific group of music teachers encourages comparative research between various teacher groups; this means comparing TPACK-competent arts teachers with teachers of other subjects.