Abstract:Over the past two-plus decades there have been numerous publications asserting the virtues of information technology in mathematics teaching and learning. Despite these claims a broad look at technology supported mathematics classroom practice suggests that implementation is not always smooth and results may not match intentions. This article, using the context of Canadian mathematics classrooms, explores the consequences of mandated ICT use, unanticipated outcomes when calculators and mathematics software are employed, opportunities for expanding student experience, shifting images of mathematics, and the university’s role as a model for ICT use in mathematics research and education and in the preparation of future teachers.