In this article, we investigate the use of multimedia information and communication technologies (ICTs) in integrated arts projects in two secondary schools. The ways in which teachers and students make sense of the technologies in relation to the dominant discourses of education/technology policy and educational research are explored before considering the implications for curriculum and teacher development. The ICT in the word contrad(ICT)ions is emphasised to represent the ways in which teachers and students' use of multimedia exposes and makes visible problematic issues in relation to literacy, school subjects and pedagogy. (Contains 2 notes.)