In this article an attempt is made to study the attitudes in the “discourse” on the integration of Information and Communication Technologies (ICT) in Science, Technology, Engineering, and Mathematics (STEM) education in Greece during the critical period 1984-2006, the period when the most important programme related to this integration was completed. The approach to the discourse was carried out using quality analysis of texts in the journal “Contemporary Education” through the use of a specialized methodological tool.  The results of the analysis revealed that until the middle of the period being examined, there was a strong tendency to adopt attitudes that claimed that the integration of ICTs would bring about and/or should bring about minimal change, while in recent years attitudes which adopt the perspective of real influence of ICTs in the change in teaching practices have started to increase.