What changes when digital technology is used in the classroom, and how do we identify these changes? These questions motivated the present study, which sought to contribute to the discourse on the digitalization of schools from the perspective of teachers’ everyday practice. The analysis was grounded in the scrutiny of 11 semi-structured interviews and field notes stemming from ethnographic observations carried out in classrooms, breaks, and teachers’ workshops. The data were analyzed in terms of materials, competences, meanings, and experiential qualities (i.e., referring to how certain properties of a digital design are experienced in use). The experiential qualities that emerged from the analysis of the data show an interrelation between the elements of practice; in particular, they reflect a visible, problem-solving and adaptive teaching practice that develops with the use of digital technologies in the classroom. Such a practice is characterized as effective, evidence-based, and liberated from time and space communication. The implications of these findings are discussed in relation to, the emergence of the teachers’ practice of experimenting with the digital materials, and the emergence of a managerial communication practice in the elementary school. The chapter contributes to the discussion of the tensions between incremental and radical changes in teaching with digital technologies and offers an elaboration of the relevance of a lens on practice in studies about technology and education.