ICT (Information and Communication Technology) is given high priority in the Norwegian school. Each student in upper secondary school brings his own laptop to school. This paper focuses on digital competent teachers from upper secondary schools. How do they explain their teaching when ICT is part of students’ rucksack? Is there a difference at all? Interviews carried out at early stage of the inquiry revealed that teachers struggle with explaining their ICT-use. As a consequence of this a more composite research method were used. The data is collected from a) documented ICT-projects, b) interviews of teachers, c) videotaped lessons, d) videotaped discussions with the teacher after a lesson e) videotaped discussions where the videotaped teacher shares his reflection with colleagues. The datacollection resulted in a videopaper. This videopaper was presented for the teachers involved and their reactions were subsequently incorporated in a new videopaper. There is a two-sided aim of this paper. First it is to present a new research method with ICT, and second to enhance our understanding of how digital competent teachers appreciate ICT. Theories about teachers’ technological pedagogical content knowledge are used as a theoretical framework.