This study involves 1,654 in-service Swiss vocational teachers to investigate the actual use of 21 different educational technologies (USE) across four different teaching profiles and its interplay with teachers' perceived digital competence (PDC) and perceived usefulness (PU) of technology. The results indicated that the mean USE scores did not differ significantly across the four profiles when accounting for the random effect of school, although significant differences across profiles emerged for specific tools. Furthermore, a multilevel analysis revealed that when examining the effect of teachers' individual beliefs on the use of technology, teachers' affiliation to different schools must be taken into account. Finally, a mediation analysis confirmed the relevance of individual beliefs (namely, PDC and PU) and their interaction with USE: PDC both directly and indirectly influences USE and PU mediates this relationship.