The central argument of my dissertation is that there are technological cultures in schools. If the cultural practices that constitute these technological cultures are ignored or denied, any effort to change teaching practice vis a vis digital technologies is going to be unsuccessful. To date, efforts to change teaching practice through educational research knowledge have assumed teachers as individuals, separable from the cultural contextual conditions of their situated experience. In fact, teachers are embedded, and embodied, within an educational system. That educational system is a composite of international, federal, provincial, district, and neighbourhood aspects. It is also a composite of temporal, technological, and political aspects that are in continuous flux.