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This thesis explores the use of Information and Communication Technology (ICT) in English teaching in Swedish secondary and upper secondary school. The results highlight how teachers utilize these tools to enhance administrative efficency, meet student expectations, and support inclusivity. Additionally, the studiy investigates the factors influencing teachers' use of ICT, which include organization, administration, availability of resources, student-related factors, and person attitudes towards technology. Based on qualitative interviews analyzed through UNESCO:s ICT Competency Framework and the Frame Factor Theory, findings indicate that while ICT facilitates everyday teaching tasks and adresses digital expectations of students, it also raises concerns about potential skill loss. Furthermore, factors such as inadequate professional training and limited access to technological infrastructure impact the extent and effectiveness of ICT use in teaching.