I believe there is no best methodology or framework; there are many and they all have to do with context in its broadest meaning. Nevertheless, it may be of some help to read https://www.academia.edu/17451637/A_framework_for_teachers_integration_of_ICT_into_their_classroom_practice

Rita:

Perhaps our evaluation of ICT integration for the first cycle of our one-to-one laptop initiative can be of some help to your question.

Best regards,

Debra

Article Evaluation of a Government ICT Programme for Secondary Schoo...

Dear Rita 

I would suggest my paper titled Pellas, N. & Boumpa, A. (2015). Open Sim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research

Please let me know if any queries are raised.

Kind regards

NP

I would suggest my thesis, but it is in catalan! (http://www.tdx.cat/handle/10803/306600)

I think the best value are with a analysis of professional development in class, the perceptions of teachers and the conversion in TPACK, but in my study I prefer the SAMR model and I extend the model taking into account these perceptions of teachers by creating a third axis. 

This model extended -SAMR adopted once made the analysis is based on three schools axes, two layers and four levels. The model takes SAMR layers -Improved

and transformation- and  the four levels -replacement, increase , modification and re- definition- and adds a third variable phase corresponding to the S curve with change impact methodology based on the perceptions of teachers. I gather perceptions by more than 250 teachers surveyed four different schools.  This was my idea.

Sincerely,

NF

Dear colleagues,

Thanks for your answers.

In Portugal it still very difficult to find studies or reports that approach this matter.

Many schools are implementing CPD in ICT for primary school teachers, but data about its impact and effectively integration of technology in their didactic and pedagogical practices are still very low.

Best regards,

Rita Tavares

Dear Rita,

I understand the difficulties you must be facing to ask teachers to integrate ICT in their didactic and peadogogical practices. To start with, you may ask them to identify topics on which they can effectively integrate the ICT for better teaching learning. Keep dedicated week to use ICT across the campus as a pilot run. Take feedback from students as well as staff and identify  good practices and effectiveness of integrtaing ICT and its impact on teaching learning. Present this data to all staff for further improvements.

regards

Sanjay

Dear Rita,

I have contributed to a paper with my colleague Jo Tondeur, that have been working on this for quite some time, and he has especially looked at pre-service teachers' integration of ICT, and constructed a measure for evaluating their adoption of ICT. He has also developed a framework which may help.

Best regards,

Fazilat

Dear Rita,

Please find in attachment the link of my PhD "Formação de professores de ciências para o uso de tecnologias": http://hdl.handle.net/10773/9623. The purpose of this study relates to the creation of a design framework for the development of Science Teacher Education Courses (initial, continuing and postgraduate) aimed at developing teachers’ ICT competences. Here you can find an approach for integration of teachers' TPCK development.

Best regards,

Cecília Guerra

Nice Contribution S.G. Patil