Abstract
<span>This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003-2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.</span>
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