In extracurricular music pedagogy, teachers have access to a wide range of Information and Communication Technologies (ICT). However, instrumental music teachers often employ these tools in limited and predominantly traditional ways (Pozo et al., 2022). Digital resources are frequently used to support conventional teaching strategies, without fully leveraging their potential to promote a broader range of musical, expressive, and reflective competencies in students (Savage, 2010; Terrien, 2018).For ICT integration to be truly meaningful, it must be adapted to the specificities of each teaching and learning context, in alignment with pedagogical objectives and student needs (Bradley & Dawn, 2023). This research investigates ICT integration in extracurricular instrumental one-on-one music lessons, placing the TPaCK model at the core of pedagogical reflection, and using it as a guide for instructional design, teaching practice, and professional development within a collaborative framework.The TPaCK model (Technological Pedagogical Content Knowledge) provides a conceptual structure that supports teachers in the thoughtful integration of digital technologies by interrelating content knowledge, pedagogical strategies, and technological tools (Mishra & Koehler, 2006). This approach encourages reflective practice, facilitates the identification of strengths and areas for growth, and enables the creation of richer, more contextualized learning experiences.This poster presents the findings from a doctoral research project that adopts a collaborative research approach (Desgagné, 1998), combining knowledge production with a formative dimension. This dual focus allows the study to generate insights into ICT integration and to support the professional development of participating teachers through collective reflection on their practices.The study involves two instrumental music teachers working in extracurricular settings and three of their students. Together with the researcher, the teachers formed a community of practice. Through a series of reflective activities guided by the process of pedagogical reasoning (Shulman, 1986), they engaged in dialogue, co-design ICT-integrated teaching scenarios based on the TPaCK model and implemented these scenarios in their teaching. These scenarios are subsequently analyzed through the lens of reflection-on-action (Schön, 1994), enabling participants to critically examine their practices and develop concrete, contextually relevant strategies for enriching instrumental music teaching through digital tools.An ethnomethodological approach (Coulon, 2002) was adopted, focusing on the situated actions and meaning-making of participants within their specific teaching contexts. Data collection included video-recorded observations, interviews, and field notes. A thematic analysis identified key dimensions of collaborative work, representations of the teacher’s role, common pedagogical practices, and participants’ perspectives, beliefs, and needs related to ICT integration.