A crucial step towards improving the conceptual use of digital technology (DT) in the mathematics classroom is to increase teacher involvement in the development of tasks. Hence, this research considers some teacher factors that might influence DT algebra task development and implementation in secondary schools. We observed and assisted one group of three teachers as they designed and implemented DT tasks. Our preliminary analysis examines the richness of the two tasks produced by one group and seeks to explain the difference between them. The results suggest the intervention provided with respect to task design led to improved Pedagogical Technology Knowledge for the teachers, and hence a richer task. The delivery of the intervention could be of assistance in focusing professional development programs so they may better facilitate the training of teachers in the use of digital technology in teaching mathematics.