In light of the challenge of integrating digital technologies and practices into teaching and learning, this study aims to contribute to teachers' professional development. Considering that to meet this challenge, teachers need to reconceptualize their activity and learn how to design technology-enhanced learning (TEL) scenarios, we propose a formative intervention, called the pedagogical change laboratory (PCL), that combines expansive learning with Learning By Design (LBD). It seeks to help teachers transform their practices while considering the digital components within their socio-cultural context. Based on the same epistemological principles as the Change Laboratory, it is designed to trigger transformative agency by double stimulation and is built on the principle of expansive visibilization, which is part of expansive learning. Four teachers of French from a secondary school in Switzerland participated in this formative intervention, with the intention of addressing pedagogical issues related to teaching patrimonial literature. This study analyzes teachers’ developmental trajectory through the lens of double stimulation and TPACK.