Schools throughout the world are faced with the challenge of developing teaching approaches which can take advantage of new technologies and integrate these into the learning experiences of future generations. In developed countries, this has moved forward rapidly. However, in developing countries, the pace of change has been held back by inadequate resources. In all countries, teachers have had to develop new skills while, in many countries, the school students are often far more advanced than their teachers in the skills of using smart boards, smart phones, iPads and laptops. This study explores the issues relating to the use of Information and Communications Technology (ICT) in Physics in secondary schools in Pakistan and, working with large samples, the perceptions, experiences and aspirations of teachers and students were surveyed by means of questionnaires and interviews. The findings showed a clear picture where teachers were enthusiastic to embrace the new technologies although they were not fully aware of the potential in all areas. It was essential that adequate resources are made available to teachers in their own teaching areas and not in central locations while training issues involved technical expertise as well as credible pedagogical expertise was necessary. There were clearly considerable inequalities across the two main school sectors and there was a pressing need to reduce curriculum overload and the over-emphasis on memorization and recall, allowing the teachers and students to engage with an understanding of the materials being studied.