This article focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today´s schools. This has become particularly pressing as a result of the new educational reform '˜Knowledge Promotion' whereby digital competence is now the fifth basic competence in all subjects at all levels as well as in the new teacher education in Norway. The aim of the article is to consider ICT in the light of these policy documents, relevant research studies, teacher education and the general digitisation of schools in the Norwegian context and formulate advices that may be useful for other countries. The question considered by the article is how the new curricula in school and the general plan for teacher education in Norway influence the underlying premises for teaching and learning in today´s schools and teacher education Norway.