This paper presents a methodological case study on teachers' digital professional development, emphasizing the integration of automated and humanistic approaches. Drawing from a four-year pilot project led by the research group, we explore how three distinct analytical methodologies-manual discourse analysis, text mining, and large language model-assisted thematic analysis-were employed to examine teachers' discursive practices regarding digital learning materials. The study investigates how integrating these methodologies enhances our understanding of digital learning material-related discourses and their evolution over time. Key findings reveal two primary conceptualizations: digital learning materials as pedagogical/effectivization tools and as complementary to analogue resources. The integrated approach demonstrated advantages in mitigating methodological biases, improving reliability, and enabling a richer analysis of diverse data sources. This work contributes to the development of robust analytical frameworks for studying the intersection of technology and pedagogy in educational settings.