This article analyses the smartphone application TeacherTapp that is used to collect and disseminate information on teachers' views on education and their classroom practices. The research takes as its object of analysis the use of TeacherTapp in England and Flanders. We analyze what TeacherTapp is, how it relates to a given localized community in its form and function, as well as how it impacts education by re-shaping discourse on teaching. We find that this technology is a 'multiple enactment' that is articulated, used, and viewed differently between England and Flanders as well as in different contexts of use. We furthermore find that this multiple enactment centers on the complexities of the participatory data streams' flowing from, and generated by, the app. We conclude that TeacherTapp enables new forms of participatory datafication in education that constitutes new modes of enacting teachers' professional voice as a teacher professionalization app.