The impact of ICT use on teaching and learning within the school sector has been exensively researched in the UK (Condie, 2007), however further education (FE, predominantly post-16 colleges) has received little attention (but see the regular BECTA reports including BECTA 2007). We have previously reported on teachers' perspectives on the use of ICT in FE (Joned and Coles, 2006). This paper represents a complementary study on how learners in FE respond to the use of technology in the classroom. We explored learners' perceptions on the frequency with which different ICT resources were used - both by learners and teachers - in order to provide a comparison with teachers' views. We wished to determine whether learners recognised the use of ICT , or whether it blended with the whole learning experience. Learners were also consulted on their perceptions on how useful they found different ICT-based resources and how these compared with more traditional learning methods. Attitudes to Virtual Learning Environment (VLE) use were also explored. We surveyed the relationship between learners' perceptions of their use of ICT and their actual use by performing claassroom observations in which the role of the teacher was also considered.A questionnaire was used (n = 153) to survey learners from three mixed further education colleges. The sample was chosen from college departments involved in our previous study into the teachers' perspective of ICT use. We wished to includee teaching groups for which ICT was used regularly in order to provide adequate opportunities for learners to comment on their experiences. Responses were analysed and charted using Excel. We also used detailed classroom observation to track how selected learners were engaging with ICT-based learning resources. The activity of learners was recorded as was the activity of the teacher for comparative purposes.Our results indicated that learners are aware that a wide range of ICT-based resources is used in the classroom. Applications packages, the Internet and networked PCs were most commonly used, they used the interactive whiteboard less regularly and rarely used video conferencing, e-mail or discussion boards. There were substantial differences in the data from each of the three colleges surveyed.Interestingly, learners perceived that their teachers used ICT-based resources relatively infrequently; the data projector, interactive whiteboard and PowerPoint were most commonly used and learners perceived that a wide range of other electronic resources were seldom used. Learners felt that the most useful aids to their learning were the Internet and applications packages, although opinion was divided; PowerPoint was considered to be the least useful. The most significant issues relating to VLE use were that learners could access resources in their own time and that it increased the rate of learning. The results of the classroom observations are complex, but essentially learners using ICT were engaged with their learning and learner-learner intractions focussed on peer support. In the observed sessions, ICT was used to good effect to support interactions between teachers and their learners. The results of this study are discusssed in terms of how the learning and skills sector should respond to the use of ICT-based learning resources and the most effect means to promote learning with these technologies.BECTA (2007) ICT and E-learning in Further Education: management, learning and improvement. BECTA: Coventry Condie, R., Munroe, B., Seagraves, L and Kenesson, S. (2007) The Impact of ICT in Schools - a landscape review. BECTA: Coventry Joned, A. and Coles, A. (2006) Application of ICT to Teaching and Learning in Further Education: teachers' perspectives. ECER 2006, GenevaEducationline