Abstract: The Practice of Technology-Induced Pedagogy has gained a large research interest due to changes that occurred in traditional ESL classroom practices. This study aims at exploring the practice of technology-induced pedagogy in Sri Lankan ESL classrooms at the Tertiary-level in terms of types of technology platforms and tools and the current status of classroom management. Fifteen lecturers of English who serve at different Higher Educational Institutes were considered as the sample of this study. Data were gathered regarding their perspectives on the practice of technology-induced pedagogy through a self-reported questionnaire and a semi-structured interview.