Nowadays, many technological means are available to support teaching, such as the interactive whiteboard, class sets of laptop or netbook computers, and high speed internet access. For mathematics education there are advanced software packages for geometry, algebra, calculus, and statistics, which in many cases are available on line at no cost. The actual integration of these technological tools in everyday teaching, however, is not a trivial task. If a teacher wants to use ICT in a lesson, there are often--at least in the Netherlands--practical barriers to overcome. Furthermore, pedagogical questions arise, for example the relationship between the use of a tool, and the "traditional" use of book, paper, and pencil, and the classroom organisation required. The question, therefore, is how teachers can exploit the potential that technology offers in the day-to-day classroom reality. To answer this question, the author investigated how four Dutch teachers used technology--computers in particular--in their classrooms. He analysed their classroom organisation, pedagogic approaches, and teaching practices, as well as the relationship between their chosen technology and their views on mathematics, education, and technology. This article draws a first inventory of these teaching practices, as it results from two projects. Both projects made use of the Freudenthal Institute's Digital Mathematics Environment (DME). The first project focused on the function concept in grade 8 and used "AlgebraArrows" as a central application. The second project focused on practicing algebraic skills in grade 12. (Contains 5 figures and 3 notes.)