The paper is based on an empirical study of the work with ICT in nine different schools supported by the Foundation for Knowledge and Competence. The study points out a current trend towards dissolution of boundaries in terms of room, time and activity. The purpose of this paper is to discuss what the use of ICT in education means to teachers and pupils in the Swedish compulsory school. School documents and teachers' intentions express expectations about possibilities "to create a good learning environment supported by ICT". The introduction of ICT and the directions in the curriculum which include pupils' activity and responsibility are supposed to involve changes. The expected changes would include, for example, the role of the teacher, the role of the pupil and the way of working. ICT is looked upon as a means to facilitate these changes.