With the introduction of ICT, experienced teachers encountered change becoming virtually displaced persons - digital immigrants; new settlers - endeavouring to obtain digital citizenship in order to survive in the information age. In the process, these teachers moved from learning how to push buttons, to applying software, and finally to changing their practice. They learned collectively and individually, in communities and networks, like immigrants and adult learners: by doing, experimenting and reflecting on ICT. Unfortunately, for these teachers, they-as-pedagogues did not fully investigate or embrace pedagogical theory related to ICT learning and teaching. Finally, this book proposes that teachers learn ICT through what is termed a hyperuchit model, consisting of developments; action; interaction; and reflection. The recommendation is that future teacher university ICT professional learning incorporates this hyperuchit model.