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For more than 60 years, successive generations of information and communication technologies have been introduced within the school context. Each generation has raised expectations among decision makers, often not met, and has brought changes too. Research in education has studied the potentialities and the effects of these technologies as soon as they have appeared. This paper presents a synthesis of what has been reasonably established by research in this domain. First, elements of context are presented. Then, seven “theses” are stated and briefly justified: 1) the issue of educational uses of technologies is systemic; 2) there is a persistent tension, between mutualization and individualization in the domain of educational technology; 3) there exists forms of schooling for the use of digital instruments; 4) innovators, activists and researchers have been central actors for the development of educational use of technology; 5) the effects of technologies on learning and educational systems are difficult to identify and to measure precisely; 6) training teachers is a compulsory and endless process; 7) online resources are playing a central role in the field. Lastly, some perspectives are proposed.