Higher education (HE) professionals generally work in an information and communication technologies (ICT) rich environment. There are expectations that the existence of ICT benefits them, their students, and the overall learning environment. This paper investigates and debates the complex interplay between two aspects of HE that have witnessed rapid change: the HE teacher's professional role and the use of ICTs for teaching and learning. This paper reviews writings, research and theory in these areas, and draws out key themes. A Masters course run at the Institute of Education, University of London, is used as a practical context to evaluate aspects of this debate and assess their contemporary relevance. It establishes the importance of professional learning communities that include ICT "enthusiasts", and an integrated pedagogic approach to ICTs. The paper suggests that these factors can be key in enhancing the capacity of the HE teacher to engage positively, collaboratively and critically with the growth of learning technologies. (Contains 2 figures and 2 tables.)