This article reports on longitudinal research investigating teachers' use of ICT in the classroom. The study, involving five teachers at primary and secondary schools in New South Wales, looked in particular at how and why ICT was incorporated into the participants' teaching practices over time. The participants clearly developed their use and understanding of ICT over the five years of the study, but did not adopt constructivist styles of practice in their use of ICT, as is often expected of teachers. They largely held to teacher-centred practices, but had nevertheless incorporated ICT into their teaching in ways which reflected knowledge needed for today's society.