This research explores why academics in Hong Kong embed learning technologies into their teaching despite competing demands at work. Semi-structured interviews were conducted. In embedding learning technologies, some academics reported that they could support learners who were not active in learning better, extend learning opportunities and engage in alternative learning experiences. Others reported that they became more effective in managing large classes and more efficient in preparations for teaching, they could prepare improved teaching materials, and they had better interactions with students. Yet others reported that they were keen to keep themselves and their students up to speed with the changing learning environment and have students better prepared for their future careers.

Keywords:: technology, teaching, learning