In the 1990s, the potential for ICTs to improve schools emerged as part of the education policy agenda in many OECD countries. Initially, the focus was on capacity: providing schools with hardware and software for learning and administration. Since then, much progress has been made in some areas.
However, the enormous investment in computers and Internet connectivity for schools in some areas raises many questions, including the question of how the potential benefits of this investment are to be realised. For those schools with access to technology, the emphasis is shifting away from increasing ICT capacity to maximising the benefits of the existing capacity. The following sections discuss the use of ICT in schools for both learning and administrative tasks, as well as issues that surround ICT in education. One of these issues is the inequality of access to technology, also known as the "digital divide."
Schools are confronted with opportunity and increasing complexity: They not only need to choose and implement some of the possibilities that ICT has to offer, from forms of management to innovation in learning settings. They also need to prepare students for a life marked by rapid technological change.