This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). More specifically, the article analyses domestication of digital media in the Swedish leisure-time centre (LTC), an institution in which children receive education and care before and after compulsory school. The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. It also shows how both devices and content are incorporated in ways that are perceived suitable to the LTCs’ educational moral economy. An especially interesting finding is the extent to which domestication theory sheds light on power relations when applied outside of the domestic sphere.