Abstract
Forty years of empirical research on the use of ICT (Information and Communication Technologies) in schools has repeatedly shown that ICT is by no means “wild” and “threatening”, but rather largely ineffective. Therefore, I argue that the “wildness” of ICT in schools is primarily a matter of impactful teachers’ beliefs. I analyse some elements of these beliefs and suggest that its them that need “taming”. On this basis I propose that they can be tamed by becoming closely familiar with their content and structures, by professionalising them based on research and thirdly by reframing the use of ICT in school as a question of enabling participation in a world that is changing through digital transformation.
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