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This paper describes some of the features of information communication technology (ICT) and its uses in the teaching-learning process in schools. A number of articles have addressed various issues concerning the many difficulties of how to integrate ICT into the school curriculum. In most schools, it is difficult for ICT to be used effectively in the teaching-learning process. The author participated and observed many classes using ICT in schools. Qualitative data such as interviews with teachers, and observation of student conversations and behaviors were analyzed. The research findings based on ethnographic case studies were summarized as statements. The findings were summarized and are presented as a causal relation graph. Through the qualitative analysis, the author identified some variables affecting the ICT use in classes, and proposed the framework of ICT use in classes represented in a two-dimensional diagram. This framework divides ICT use in the teaching-learning process into eight types. According to the framework, this article discusses features of each type, which will be helpful to instructional designers to integrate ICT into the school curriculum.