It is often perceived that learning in 21st century classrooms will involve extensive use of digital technologies. This paper, based on a qualitative research investigation at a private girls' college in Melbourne, explores the impact of teacher subjectivities on the need to change through the integration of digital technologies into classroom practice. This two-phase study involved a group of teachers who were willing to place their own practice under the microscope and to introduce digital technologies into their classrooms. A narrative approach was utilised to present the stories of these teachers and Activity Theory used as a means to analyse the data revealing the impact of teacher identity on preparedness to change.