This paper reports some key aspects of a 2-year study of literacy, technology, and learning funded by DETYA (Commonwealth Department of Education, Training and Youth Affairs) under the Children's Literacy National Projects program. Research reported in the paper was undertaken by a consortium made up of researchers from Queensland, New South Wales, Victoria, and Western Australia. The paper states that the project looked at links between literacy and technology in teaching and learning, with particular emphasis on the use of new information and communications technologies in classrooms. It explains that the project had three main components: a study of practices in a range of learning contexts (mainly primary and secondary classrooms); an examination of some key policy documents which address teaching and learning at various interfaces among literacy, learning, and technology; and a theoretical and conceptual position which informed the study as a whole and the recommendations based upon it. The paper concentrates mainly on ideas and findings pertaining to the school site studies, and, drawing upon aspects of the conceptual and theoretical analyses, considers some strategic and practical implications arising from these. (Contains a table, 6 notes, and 12 references.) (NKA)