This chapter provides an overview of theoretical and pedagogical perspectives related to the integration of digital technologies in the second half of the 20th century. It evaluates dominant discourses, epistemological frameworks and theories of learning that have been influencing the deployment of new technologies into schools and their integration in learning and teaching. The four epistemological models examined in this chapter are behaviourism, cognitivism, constructivism and sociological and organisational interpretations of integrating new technologies into teaching and learning. The analysis focuses on the nature of knowledge, the nature of learning, the learning environment, the role of technology in student learning, the changing roles of teachers and learners, and the social and organisational consequences of technology integration that play a significant role in understanding the key determinants of managing pedagogical transformation and educational change.