This article draws on socio-cultural learning theory as a conceptual framework for analysing how teachers structure classroom activities and interactions during "Technology-integrated Instructional Conversations" (TICs). It reports on a collaborative programme of small-scale projects undertaken by 15 teacher-researchers using various forms of computer-based ICT to support subject teaching and learning. The participants developed, trialled and refined new pedagogic approaches and activities in six curriculum areas (English, classics, design technology, geography, history, science) at secondary level. A cross-case analysis was conducted using lesson observations, follow-up teacher interviews and teachers' research reports. A typology of proactive and responsive pedagogic strategies for mediating pupil interactions with ICT was identified. These included exploiting the technology in new ways and circumventing its associated constraints. The strategies emerging illustrated how teachers structured activities judiciously; supported, guided and challenged; encouraged pupil collaboration, experimentation, reflection and analysis; avoided floundering and maintained a focus on subject learning; integrated the use of other resources; and developed information handling skills. These strategies and the gradual withdrawal of teacher support served to increase pupil participation and responsibility for their own learning. Pupils themselves played a role in structuring TICs through opportunistically soliciting teacher assistance and feedback.