In this era of proliferation of Information Communication Technologies (ICT), many assumptions about ICTs and the contemporary learner direct classroom practice. Policies related to ICTs into classrooms have been driven by assumptions about the potential of ICTs rather than understanding learners’ relationships with technology. It is often assumed that the presence of ICTs alone is the cause of identity formation. Furthermore, some findings are generalised for all children, despite age, interests, or socio-cultural backgrounds. It appears that the presence of ICTs and related social practices and social groups has influenced the identity of primary-aged learners. This paper explores the notion of a singular identity related to ICTs for primary-aged learners within a sociocultural theoretical framework. Data was collected from Year six children in 2006 about the extent of and nature of their ICT use and the context of its use beyond the school. The findings are reported and assertions about the resultant identity of contemporary learners outlined. From these assertions, implications are drawn for teachers, classrooms, and schools. These implications consider the range of identities within our classroom and the challenge this provides for teachers.