Higher Education (HE) has embraced the idea of supporting student learning through technology mediated teaching activities, blended learning and flexible course delivery. Many HE educational policies include examples hereof, while systematical adoption of new teaching practices using educational technology seem to have been slower. At a large research-intensive university, mandatory continuing professional development (CPD) on the use of educational technology has been one of the strategies to reform teaching practices. More than 350 lecturers (around 60% of all academic staff) from the School of Business have attended courses on designing and planning for teaching with educational technology in 2012-2018. Based on a qualitative data analysis, we present examples of the implementation of this strategy. Our data consists of more than 80 reports, written by lecturers who have successfully completed the course. The reports document various aspects e.g. the purpose of using technology-mediated teaching activities, the types of teaching activities and technologies applied, as well as the barriers for integrating educational technology into current academic practices. The results indicate that adoption of educational technology is closely related to institutional conditions (e.g. number of students) and less to the teaching practices of specific disciplines.