More than 25 years ago, it was argued that in the coming decades, the use of Information and Communication Technologies (ICT) in education would likely be less of a consequence of technological impediments rather than a result of limited human imagination combined with the constraints of old habits and social structures [1] For instance, during the last few years, the trend to introduce approaches such as computational thinking at different levels and subjects in the school classroom has stimulated teachers to create and develop innovative teaching and learning activities. Consequently, these efforts are starting to shape new teaching and educational practices that take advantage of some of the features that smartphones, tablets, microcontrollers kits and 3D printers offer to enhance teaching and learning. However, a number of pedagogical challenges still remain related to the design of everyday educational practices that embrace the use of new ICT technologies and tools in heterogeneous learning landscapes. Increased interest in challenge-based learning and open-ended activities with a focus on Science, Technology, Art, Math and Engineering (STEAM) is transforming education by providing new opportunities for integrating ICT across a wide variety of subjects. STEAM offers possibilities for activities that engage students in design and engineering tasks to explore science and math through creativity, expressiveness and visual aspects that also support logical and mathematical thinking. Creativity in STEM subjects can be understood as "generating ideas and strategies as an individual or community, reasoning critically between these and producing plausible explanations and strategies consistent with the available evidence" [2]. Modern ICT tools and systems provide platforms for new explorations and support for these activities and novel approaches. Moreover, these processes can metaphorically be seen as a complex ecosystem on the verge of multiple transformations.