Background: ICT (information and communication technology) and project work are challenging issues for many teachers to deal with in the classroom. For years there were predictions that teachers, textbooks and even schools would be replaced by new teaching and learning technology. This prediction does not appear to have come about. Cuban has maintained that the "dominant cultural norms" with respect to learning, instruction and the nature of knowledge almost have a neutralizing effect on development. During project work, the classroom activity differs from traditional teaching and Cuban's "dominant cultural norms." At the outset of the research study, project work was therefore anticipated to arrange for learning activities integrating ICT as a useful tool. Purpose: The rationale for this research is to show how teachers perform their role. Thus the text can function as a "thinking tool" for teachers, teacher educators and others concerned with educational issues. In this way the article can initiate reflections and discussions that can improve teachers' practice when they are helping pupils work on tasks using ICT in their project work. Sample: Data were collected in three classrooms in three schools at the lower secondary school level in Norway. In the three classrooms 63 girls and 55 boys, together with 12 teachers, worked in three teacher teams. Design and methods: I describe the context for the activities in the classroom in which the teacher's role was prominent, and what this environment meant for the pupils' learning. By collecting data from three classrooms, I expected to find common patterns and also variations in how these processes were conducted in the classroom. Classroom processes were studied using the qualitative case-study method, and data were collected throughout the project periods in the classrooms; the data were collected through observation, tape recordings, video recordings and logbook entries, and a constant comparative method was used to analyse the data. Results: The study shows that the ICT tool offers a range of possibilities, but at the same time places great demands on the teacher. The teacher has to function as an adviser in the classroom by organizing and structuring the activity and "scaffolding" the pupils in dialogues with them. ICT does not take over the teacher's role, but the study shows that this tool can mediate both talk between pupils and between pupils and teachers. The study also shows that pupil activity, as in project work, is necessary to exploit the various possibilities of ICT; however, the teacher has the key role in making this possible. Conclusions: Student teachers and teachers in service need to be prepared to meet the challenges in classrooms where ICT is used in projects, and a form of training must be provided by teacher educators. Teachers should be trained to determine when and why ICT should be used, and also how the equipment should be integrated in classroom situations. (Contains 1 table and 1 note.)