Why are teachers' tales of technology interesting?

Part of the process of research is of course reading lots of theoretical and substantive material to inform the approach to the topic of research. But it's also important to reflect on where your personal interests and motivations are coming from - some of these are grounded in referenceable literature and theory, some from more nebulous experience. So here I am explicitly, transparently noting some of my current assumptions and motivations, in the full expectation that these will change as I read more, think more and engage more with the field.

I am researching the stories teachers tell about digital technologies in education for a PhD. Why should this be interesting or worthwhile at all?

1. I think that it is important to better understand why teachers use technology in the ways they do rather than only  focusing on why don't they use them at all or use them 'better'. (Partly this is important in itself, also I think it is a necessary first step if we do want to think about how things could be different). I realise for some people, the answer to this question will seem obvious. I'm not so sure it is.
2. I think that the way teachers think about technology and education will help us understand why they use technologies in their classrooms, or not, in the way they do. (I do not think teacher's thoughts are the sole determinant of their classroom practice or that their beliefs are completely independent from other individual, social, institutional discourses).
3. I think that narratives are a powerful way in which we construct our experience and justify our action and so understanding what stories teachers tell about technology and education will help us understand their practices with technology in education.
4. I think that teachers' narratives about technology in education will necessarily interrelate with their narratives about education more broadly, e.g. the purpose of education, their role as a teacher, issues facing young people today, etc.
5. I think that the necessary change in schools is in the domain of these broader narratives - reconfiguring how we see the purpose of education in relation to society, the economy, what it is we want to offer young people to take into their future, etc, and for change to happen, teachers need to have the opportunity to think differently about these big questions.
6. I have a hunch that telling stories about technologies might provide an opportunity for rethinking some of these broader narratives about education, society, etc, and therefore might be a route to more transformatory educational change.