This paper reports on research conducted over one year in four Victorian government schools. The study sought to better understand teachers’ choices to use, or not to use, technologies in their classrooms. This qualitative research took a Constructivist Grounded Theory approach (Charmaz, 2006) to data generation and analysis, and engaged nine teacher-participants as co-constructors of data.

Through iterative interviews, focus groups and classroom observations, teachers were seen to engage in professional learning embedded in their daily professional practice. Teachers reported and demonstrated that open-plan, shared teaching spaces impacted their learning with and of technologies. These innovative learning environments were seen to provide at point-of-need learning. Significantly, teachers positioned themselves as more likely to take risks and trial new digital pedagogies within shared teaching spaces, where their colleagues could share both successes and failures. This research has implications for leaders seeking to engage effectively with digital technologies in innovative learning spaces.