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This paper is based on the contention that current research into the use of ICT (information and communication technologies) in our schools does not adequately explain the differential level, manner and patterns of use that can be found both within and between schools. What it portrays is the level of implementation and integration; which is then related to a number of factors, which are usually described as barriers to integration. The concern is that such research does not sufficiently take into account "the substantial discretionary authority [teachers have] in their classrooms." This paper suggests that there is also a need to understand the "contextually constrained choices" teachers make as "gate-keepers to their classrooms." A new approach, is therefore suggested for unpacking the reasoning behind the decisions teachers make regarding their use of ICT.