This paper discusses how the curriculum is shaped by the situational logic of a technology-filled classroom, and how this logic is under the influence of ideas about student--teacher interactions and "do-it-yourself learning." It analyses case material from a school using game theory. Free access in the classroom to the Internet, games, and chatting makes it difficult for the teacher to control the students' operations. When a student deems a threat to be empty, it is not rational for that student to allow the threat to influence his or her own actions. The laissez-faire regime is a result of rational considerations made by both parties. However, when students do not assume responsibility for learning, an accountability failure arises as a rational response to the design of the institutional framework. (Contains 1 table, 3 figures, and 22 notes.)