The study examines the role of ChatGPT in the development of a micro-level framework for educational technology. This study employed an inductive research design particularly a constructivist grounded theory approach from the thirty-four high school teachers. To gather insights from specific participants, a semi-structured interview format was utilized. The interviews were designed to be open-ended, allowing for a flexible exploration of the research topic. The research findings revealed three distinct milieux: pedagogical support, professional development, and ethical sense. In the (a) pedagogical support milieu, ChatGPT emerges as a virtual guide, offering real-time assistance, explanations, and guidance to students. It demonstrates the capability to answer questions, clarify concepts, and provide step-by-step support, crafted to individual students' needs and learning styles. Within the (b) professional development milieu, it serves as a catalyst for the effective integration in the classroom. High school teachers benefit from ChatGPT's ability to equip them with the necessary knowledge and skills to understand and utilize AI-powered tools. (c) The ethical sense milieu highlights various implications, including data privacy, plagiarism, transparency, accountability, and overly reliant to the AI tool. These considerations underscore responsibility and ethical considerations within educational settings. This research contributes to the field of educational technology by presenting a grounded theory micro-level framework that leverages ChatGPT's potential.