This article contributes to conceptualising pedagogy that has been transformed by information and communications technologies (ICT). The push for pedagogical change is evident in Australian education policy documentation as well as literature about the characteristics of our existing student population and future educational trends. This article is situated within a current state education reformation process in Queensland Australia, which is requiring all teachers to engage with the transforming possibilities of ICT. The Department of Education, Training and the Arts (DETA) Smart Classroom Professional Development Framework (2007b) requires teachers to move from 'integrating' ICT in learning to making ICT 'integral' to learning. An examination of this ICT professional development framework and the implications this has for pedagogy and models of ICT professional development are presented.