The point of departure of the paper is that today´s school has a form that once probably was necessary for the fostering of a theoretical or reflective attitude to knowledge, but now has turned into a fetter of learning. This fact goes by many names, for example, the confinement of the school, the grammar of schooling, the inertia of traditional education. Hence, the need for the disruption of the grammar of schooling. In the call for this CAL´07 conference it is asked: ”Which current, and imminent, technological and conceptual developments are having, or could have, a disruptive effect on learning organisations?” The short answer of this paper is: a conception of student-involvement in productive learning supported by ICT, appropriately designed. Over the years, we have been involved in several attempts to overcome the grammar of schooling and develop a kind of learning that we interchangingly have called ”explorative”, ”productive” and ”expansive”. We will discuss three of those attempts. The first is a large project in primary and secondary school in the north of Sweden during the 1980´s. The second is our contribution, since a decade, to an internationally spread idea of meaningful learning called the Fifth Dimension. The third are forms of netbased and distance education that we recently have run and still are running. All three projects share three features. First, they were guided by the idea of productive learning. Second, the confinement of the school was broken up, and finally, ICT played a crucial role as a vehicle to achieve the goals of the projects. In this paper we use the term ”productive” to characterise the kind of learning that we have been aiming at. The term indicates two things. First, that learning of what is societally given (what students don´t know but teachers do) may be appropriated in a constructive fashion. Second, that the object of learning is what is not yet there, i.e. learning the societal new, in a collaborative manner, including teachers and other more knowledgeable people. And we always are putting more emphasis on ”learning the new”. Regarding ICT, we do not take for granted that it automatically is supportive to education and learning. In the three cases, we will present how information and communication technology, implicit of a modern digital sort, has been involved in the educational endeavour, supportive and not that supportive. Thus, not any kind of ICT will do. Our suggestion is that we need ”smart uses of existing technology in an educational framework”. In the paper we will explain what we mean by ”smart uses”, ”existing technology” and ”educational framework”.