This is the second of two chapters that explore the influence of power and equality on teachers' (non) use of digital technologies as part of their classroom practice. Unlike many 'state-of-the-art' examples evident in research and public discourse which suggest the consensual and inevitable acceptance of 'ubiquitous' educational technologies, this chapter explores the tensions that can and do occur when negotiating technology use. Drawing on empirical data, this chapter challenges the language and concepts inherent in terms such as "joint" enterprise, "mutual" engagement and "shared" repertoire. In contrast, this chapter takes a critical perspective on these processes, which shape teachers' TPACK enactment. In contrast to processes characterised as "joint," "shared" and "mutual" data and analysis presented in this chapter show how these can be thought of as discussion, deliberation and dispute. The second half of this chapter illustrates how these processes influence teachers' (non) use of digital technologies in different ways as a result of individual identities within the community. The chapter concludes with illustrations of the way individual teacher identities can lead to inconsistent and incoherent (non) use of digital technologies in school workplaces. [For the complete volume, "Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity," see ED573988.]