The use of Information Communications Technologies (ICTs) in mainstream education tends to be episodic and incidental rather than central to the curriculum. ICTs are used sparingly to enhance classroom learning and teaching. This paper reports on investigations that are underway to identify sustainable teaching practices which integrate ICTs, such as a Group Support System (GSS), in classroom teaching to enhance learning and assessment processes. While GSS technologies are ordinarily used for strategic planning and decision-making purposes, there is emerging evidence that such systems are capable of transforming conventional 'instructional space' into a set of collaborative 'learning and assessment workspaces' using ICTs such as the Zing Team Learning System (ZTLS). A clear shift in approach from teacher-centred to more student-centred pedagogies - a very desirable change is being evidenced. In fact the ZTLS approach offers distinctive ways to secure improvements in learner participation, in learning experiences, and in securing rich assessment data to inform teacher planning. Since higher levels of student engagement across a variety of content areas continues to be reported elsewhere, it is intended to simply identify salient features of teaching methods here that, to date, have demonstrated implications primarily for learning and setting the stage for learning. Furthermore, evidence as to how such ICTs are instrumental in securing learner productivity, and more purposively engage teachers is revealed.