Using a new methodological tool, the authors analyzed a large number of texts on information and communication technology (ICT) and education, and identified three clusters of views that guide educationists "in the field" and in more academic contexts. The clusters reflect different fundamental assumptions on ICT and education. The authors argue that these clusters represent three different paradigms, which they term the technocrat, the reformist and the holistic. They further argue that despite the burgeoning literature on the merger of ICT and education, discourse between the three paradigms is surprisingly limited. Given the doubtful results of the computerization of education, they suggest that identification of these paradigms would promote an essential discussion, vital for better future policies. (Contains 3 tables and 7 notes.)