Review article 17 Demetriadis, S., et al. 2003. “Cultures in negotiation”: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers and Education, 41 (1), 19-37. In this article, the authors present observations regarding Greek secondary school teachers’ attitudes towards the introduction of ICT in the curriculum. The study shows that teachers are interested in using ICT to attain a better professional profile only to take advantage of any possible learning benefits offered by ICT but always within the context of the school culture. The authors argue that introducing ICT into schools is seen as initiating a “negotiation” process where lower level goals may be altered to preserve what are perceived as goals of higher order. Teachers’ attitude to adapt ICT mode of use is supported by research evidence that emphasize the situational character of knowledge and expertise. The authors propose that teachers’ training should be combined with actions that advance school epistemology toward a multiple context learning perspective. Such an extended action might be the establishment of extended learning communities that would help brings together out-of school learning contexts and learning activities. Keywords: Secondary education; ICT in curriculum; Media in education; Country-specific development; Improving classroom teaching; Learning communities.