It's a matter of context: teacher use of ICT within a senior secondary school in Victoria

Much research relating to how teachers use ICT in their practice is rendered context neutral. As a result rich pictures of how teachers negotiate the challenges of particular curriculum frameworks ¿ and the decisions and choices that they make relating to using ICT in their classrooms are lost. This paper reports on how six teachers in a senior secondary school in Victoria, Australia purposively selected ICT in order to meet or add to their curriculum goals. Their stories provide us with a rich understanding of the complexity in their decision making and of the impact of the curriculum context on this decision making ¿ and remind us that in order to use ICT to promote learning ¿ we must remember the context.