This article presents findings related to the sociomaterial agency of educators and their practice in Norwegian education. Using actor-network theory, we ask how Virtual Learning Environments (VLEs) negotiate the agency of educators and how they shape their teaching practice. Since the same kinds of VLE tools have been widely implemented throughout Norwegian education, it is interesting to study how practices are formed in different parts of the educational system. This research is therefore designed as a case study of two different teaching contexts representing lecturers from a higher education institution and teachers from primary schools. Data are collected by means of interviews, online logging of VLE activities and self-reported personal logs. From the analysis of the data, three main networks of aligned interests can be identified. In each of those, the sociomaterial agency of the teaching practice with VLE is crucial in shaping and consolidating the network.