Despite the substantial recent policy emphasis placed on educational technology in the UK, the use of digital technology in schools remains inconsistent. This paper explores the complex of factors underpinning individual teachers’ use of digital technologies and their adoption of ‘innovative’ pedagogies and classroom practices. Drawing on recent survey data collected from over 600 teachers in 24 UK secondary schools, the paper first explores patterns of teachers’ technology use inside and outside of the classroom. The paper then highlights correlations between teachers’ (non)uses of technology and their adoption of ‘innovative’ classroom teaching practices – in particular technology-enhanced interactive, inquiry-based and collaborative pedagogies. Mediating influences are identified and discussed throughout these analyses. In particular, the paper highlights the range of educator-, classroom- and school-level factors that appear to influence teachers’ adoption of technology-supported innovative teaching practices and pedagogies. These factors include teacher demographic, educational and professional backgrounds, as well as individual school characteristics. The paper concludes by considering the extent to which these patterns are unique to the UK context. As such the paper offers a rich insight into the role that digital technologies appear to play in mediating – and on occasion transforming – classroom pedagogies and practices.