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How can we succeed the renovation of educational subjects without transforming them into technical objects? The introductory chapter of this publication guides us into the essays through a classification organized by the editors to illustrate different attitudes to technologies: * The 'Globalizers' see the integration of ICT and education as a means of enhancing the competitiveness of their society in a global economy; * The 'Reformists' see it as a means of bringing about significant change in didactics in the various disciplines, and even in the 'basics' of education; * The 'Humanists' consider technologies as possible catalysts for changing the aims and values of education from learni- oriented to humanistic; * The 'Heretic' sees values and aims as being determined exclusively by technology, and economy and culture as s- products of the technology-guided process. 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