This paper aims to move away from the notion of a digital divide premised on technology "haves and have-nots" to a more nuanced understanding based on technological practices. It draws on empirical research from interviews with eight case-study families about the ways in which information and communication technologies (ICT) fit into their everyday lives. The families were chosen to reflect those owning multiple technologies, rather than to be "representative" of the social make-up of schools or geographical area. The intention here is to explore the barriers to use of ICT in technologically privileged households, and to ask questions around the orthodoxy of the digital divide. The novel approach of using only privileged families is an attempt to build on the new thinking of the digital divide as based on qualitative concerns. Relevance and social networks as crucial mediating factors in people's access to ICT are explored in three socio-spatial environments. The paper concludes with a discussion of how the findings link to ICT pedagogical thinking and educational technology policymaking. (Contains 2 notes.)