Attitudes and competencies related to ICT in education have evolved over the past decade from being viewed as separate but related entities to now being viewed as part of an integrated whole. As of 2018 the prevailing view of competencies relevant to teaching and learning with technology is that they often span the cognitive, affective, and psychomotor domains of psychology and are best appraised by concepts such as self-efficacy that lie at the intersection of two or more of these domains. New developments in social media technologies stretch the limits of relevance of psychology as pertaining to the behavior of an individual and move into the realm of sociology, or behaviors of groups of individuals. Noncognitive variables beyond attitudes have assumed a more prominent role in ICT in education, as of the second decade of the twenty-first century. Learning sciences is proposed as one interdisciplinary field holding promise for integrating knowledge and wisdom to chart the best paths forward, contributing to the continual refinement of best pedagogical practices for teaching and learning with technology.