It is evident that information and communication technologies (ICT) have transformed our lives and reshaped the nature of everyday activities and contemporary times are often called the ‘information age’ or the ‘knowledge society’. From banking to watching television, from wars to computer games, ordering groceries online and booking holidays, we employ the use of ICT to communicate and facilitate a myriad of pastimes. However, in the educational arena the advent of new technologies seems to have had a minimal impact. Indeed, there are many educators who have attempted to rethink the nature of their work and reconceptualize their curricula and pedagogies in light of the ways in which ICT can enable them to transform their practice. Yet, it is apparent that much of the education sector often seems to be in denial about the relevance of ICT and its implementation in educational contexts is tokenistic and introduced to appease stakeholders who demand access and innovation as their educational right. Clements, Nastasi and Swaminathan (1993) stated a decade ago that we were at a crossroads in terms of our use of computers in education. They noted that we could use them to reinforce existing practice or for catalysing educational innovation. This chapter is about taking the path of innovation. It is about reconceptualizing curricula and pedagogy and about transforming educational practice via the use of ICT in higher education contexts.