The potential of ICTs in education is often seen as a panacea for almost all educational problems: ICTs would narrow the inequalities, give access to open resources and make the system fair for all who want to benefit from it, ICTs would make the education more attractive and effective for the students, ICTs would have the power to reform the way of teaching and the way of learning, and to bring for a huge social change. Different international organizations (OECD, IEA, World Bank, etc.) study the impact of ICTs on education worldwide and their conclusions do not confirm the high expectations. The politicians should not hyperbolize the positive effects that ICTs could have for improvement of quality or reducing the inequality in education, and to rely on ICTs to do their work as policymakers, responsible for the implementation of educational reforms and changes in the ways of learning and teaching through ICTs.