Introducing Information Communication Technology (ICT) into schools heightens uncertainty due to the complexity and ambiguity of the process. By decomposition, articulation, and rationalization of ICT-based practices, teachers can better integrate it into the classroom; however, as literature deals with teachers' management of ICT integration, nothing has been written about teachers planning of ICT usage. Here, Tubin and Edri address this gap by studying the process of teachers' planning as well as its effects on ICT implementation at one elementary school. (Contains 1 table.)