Digital technologies are a common feature of present society and people’s lives. They have made a significant entry into education as well. Information and communication technologies (ICT) have therefore become an important political issue as early as in the last decades of the 20th century, when this topic was reflected by the priorities and goals of educational policies. The authors focus in the study on the history and transformations of educational policies in ICT in two European countries with distinct geographies, economies and politics. They nevertheless share several features concerning integrating ICT in education. The authors use the qualitative comparative study of the two countries to approach the two countries as cases, this allowing for a relatively detailed insight into the issue including its contexts. The goal of the study is to explore and describe the development and transformations on Czech and Norwegian educational policies in information and communication technologies. The authors explore the approaches the two countries chose to integrate ICT into their respective education systems. The study finishes by comparing the state of affairs in the implementation of digital technologies into education in four specific areas.