This study addresses the persistent challenge of integrating digital technology into teaching and learning by approaching the issue through the lens of transformation. It proposes experimenting with a CHAT formative intervention called the pedagogical change laboratory (PCL). The PCL combines two approaches: the Change Laboratory methodology, where participants collectively develop a new concept for their activity system, and the Learning by Design approach, in which teachers co-design technology-enhanced learning scenarios and are expected to develop their Technological Pedagogical Content Knowledge, known as TPACK. This paper aims to examine teachers’ expansive trajectory in the PCL through the analysis of expansive learning actions and their manifestation according to expansive visibilization phases, and then the examination of cyclicity within the expansive learning process.