Continuance theory is usually related to the regular use of technology in the business/industry area. It attempts to explain why people either continue to use specific technologies in their work, or not. Essentially, it links to the perceived value to individuals‟ ability to work effectively, however that is understood in their workplace. In the profession of education, particularly schools and teacher education, the perceived value of continued use is not about individuals and their work, but about individuals‟ work with groups of students and what happens to learning when these digital technologies are used. Continued use is contingent on their students‟ positive responses to these technologies supporting learning. I examine, in the light of continuance theory, what happens when student teachers in an initial secondary teacher education programme report on including digital technologies on practicum. This includes reporting on the effect students‟ responses have on their subsequent attitudes and practices regarding digital technologies in learning contexts.