Since the 1980s, there have been concerns that computing and technologies should play a major role in school curricula and practice. Up to this present time, a major focus of technologies in the curriculum has in many countries and schools been on applications of existing technologies (both software, such as office applications, and hardware, such as robotics and sensors) into practice. Through uses of these applications, information and communications technologies (ICT) have developed practices and been involved in activities to support subject and topic learning in schools (across wide age and subject ranges). Very recently, the concern for including computers in the curriculum has shifted to a much greater focus on computing and computer science (CS), which is concerned more with the uses of and development of programming. Across the world, policy makers at national, regional and local levels are concerned about this shift: whether the shift should be made; how it can be made; and how it can be made effective for teachers and learners. This paper considers these issues largely from a school and teacher perspective, and concludes that effective policies need to consider a wider set of concerns than what might be regarded as a simple move from ICT to CS.