Information and communication technologies (ICT) are being utilized extensively in education and have become an essential aspect of both formal and informal learning worldwide. Related to their widespread availability and use in education, it is suggested that ICT hold tremendous promise for society at large, and in particular, in shaping social and economic development. What then motivates ICT usage in education, in particular? Is education anticipated to produce better users and consumers of ICT for the 21st century? Or, are ICT expected to improve the quality of education for all members of society? Perhaps it is both. This paper argues for a new intentional ICT approach in which a relevant, sensible, and coherent curriculum guides the appropriate and defensible use of ICT for educational quality improvement. This approach focuses on the value of ICT to curricula efforts for educational improvement. The paper seeks to explore concentrations of discourse, research, policy, and practice that occur around ICT in education. Lubin uses the curriculum as a lens and sensitizing concept to explore in a critical manner how ICT are implicated in educational quality improvement. A critical analysis of the current discussions and practices involving ICT may serve to interrupt more common enthusiasm with respect to these innovations and may contribute to the emergence of a balanced collective discussion of their development and implementation in the field of education. A bibliography is included.