The term “Bildung” has had an unstable meaning and been used in a variety of contexts in the previous years. Luhmann ascribes this quality of the term to the need for the educational system to contain a certain amount of uncertainty. The “popularity” of the term escalates when uncertainty within the society about what the educational system is required to deliver is prevalent. When agreement is reached, its use diminishes: which makes it a formula for “incontingency”. The advent of “the media” and “the digital” are typically situations that call for escalations of worries and conflicts of what and how the educational system should “deliver”. This paper looks into how the “challenge” of media and the digital has been addressed in Norwegian curricula historically. It will analyze how the phenomena has been viewed as potent tools as well as threatening invasion of student’s lifeworlds. The paper will also address how the educational authorities reduces its own uncertainty in the matter by speaking about media and “the digital” in instrumentalistic terms, avoiding “Bildung” and speaking consistently about “competencies”. The paper will ask if that is a fruitul strategy of reducing contingencies, or if it diminishes the ambition and promise of “Bildung”.