This paper will report on a mixed-methods project investigating the integration of technology in the science and mathematics curricula at International Baccalaureate Diploma Programme schools in the United Kingdom. The project was driven by the understanding that ICT can have a positive effect on teaching and learning, but this strongly depends on the practices into which it is integrated (Kim, Kim, Lee, Spector and DeMeester, 2013). The project reported on here used an online survey to identify schools where technology is used in imaginative and progressive ways. Then, following a case-study design, the use of ICT in those schools was captured using qualitative interview-based methods which themselves incorporated technology, to provide visible, contextually-framed examples of innovative practices. Drawing on the data generated in these ways, this paper will consider what types of teaching and learning activities occur around and through technology in Diploma Programme science and mathematics courses and how teachers and students in the case study schools use technology in the classroom.