The introduction of information and communication technologies into schools has not been accompanied by a wholesale introduction of new styles of teaching and learning, as sometimes expected. New technologies are influencing school life, but their take-up has been mediated by factors such as the way that the curriculum is organised at school level, teachers’ beliefs about the role of ICT, teachers’ levels of expertise, and teachers’ opportunities for professional development. In Sydney five teachers working at government primary or secondary schools have taken part in a longitudinal study of the impact of ICT on teaching practices.