Drawing on evidence from lesson observations, teacher interviews and project reports, this paper examines the pedagogical perspectives and strategies of teachers working to incorporate use of Internet resources and associated ICT tools into humanities, social studies and science lessons in English secondary schools. The eight teachers were participants in small-scale, school-based projects in which they investigated self-devised, technology-integrated pedagogical strategies in their own classrooms. Each of the five projects proved to have important distinctive features. This paper provides an overview of project characteristics, followed by a within-project analysis of key pedagogical concepts and concerns. The salient ideas and issues emerging from a cross-project analysis are then summarised in terms of the following themes: Organising lessons around teacher-supported pupil activity; Enhancing lesson resources through use of Internet material; Structuring and supporting pupil access to Internet resources; Instrumenting use of ICT tools to support subject learning; Building and capitalising on pupils' sense of capability and agency; Supporting and shaping pupil activity through informal teaching; Managing lesson relocation, room configuration and technical malfunction.