This article examines Swiss educational information and communication technology (ICT) coordinators ('Pädagogischer ICT-Support'; PICTS) in Swiss compulsory schools in their ambivalent role between active agents of change and mere facilitators for their colleagues. Using a qualitative research design, it explores the history, self-perception and current roles of PICTS in the canton of Zurich and their interaction with other actors in the education system and the cantonal authorities. This paper draws on science and technology studies to understand the unique role of educational ICT coordinators. The results show that the perceptions and self-understanding of PICTS have remained consistent since their establishment, even though the digital technologies they deal with have evolved rapidly. Their dual role allows PICTS to be both active agents of change and part of a school's teaching staff. Working at the frontier, they are ambiguous figures, embodying the contradictions of digital transformation in education without necessarily making them explicit.