This paper will describe if and how computerisation of Hungarian classrooms resulted in changes of teaching style and content. In the 1980s, during the first wave of computerisation of classrooms, traditional, frontal methods were used to introduce computer skills. The medium did not change the message. In the nineties, however, innovation projects were launched to introduce new types of (on-line) learning environments to harmonise current educational philosophy with teaching practice. Major paradigms of the field of learning and instruction today are constructivism, situationism, and collaborative learning. Learners are encouraged to construct their own knowledge (instead of copying it from an authority be it a book or a teacher), in realistic situations (instead of merely decontextualised, formal situations such as the classroom), together with others (instead of on their own). The paper will discuss how these theories are being realised in Hungarian school-based teaching projects aimed at mobilising the frontally taught classroom “audience” with the help of information and communication technologies (ICT).