Information and Communication Technologies (ICTs) seem to be ever more important in all spheres of life and have taken a central place in studies of learning. Yet, research on ICT and gender over the last 15 years suggests that more analysis is required of the interplay between gendered perceptions of ICTs and the educational applications of ICTs. In particular, there are a number of recurring problems related to gender when the boundaries between ICTs used in school and for leisure are blurred. This short article aims to challenge researchers of ICT and learning to focus on the gendering of ICT in terms of its masculine/feminine and leisure/educational oppositions.