Successful integration of Information Communication Technology (ICT) has been described in terms of degrees and quality of teacher expertise, such as descriptive labels and stages, placement on a competencies continuum, and comparisons of novice-expert teachers and experienced non-experts (Tsui, 2009). However there is little evidence to explain whether particular teacher characteristics and experiences are critical in effecting change in pedagogical practices. This study reports on the creation of an explanatory continuum about “expertness” in ICT. Through observations integrated with interviews, teachers’ pedagogical practices in classroom settings are investigated using a qualitative approach informed by grounded theory. Research studies on teacher self-monitoring strategies, ability dimensions of teacher knowledge, lateral approaches to problem-solving and preparedness to expand competency boundaries are also utilised (Tsui, 2009). On the basis of their regular, innovative use of ICT and their reflective practices, teachers were selected from one Western Australian primary school where the integration of ICT is fundamental to effective curriculum delivery. Through this research a deeper understanding of ICT “expertness” is gained, thus enlightening teachers, school curriculum, systems and teaching institutions about change processes. References Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. [Journal]. Teachers and Teaching: theory and practice, 15(4), 421-439.