This analysis of ICT/education policies under the SABER-ICT research initiative suggests that there is a set of eight common themes which are, in various ways, typically addressed in such documents. The specific related policy guidance related to each theme often differs from place to place, and over time, as do the emphasis and importance ascribed to this guidance. Nevertheless, some clear messages emerge from an analysis of this collected database of policy documents, suggesting some general conventional wisdom about 'what matters most' from the perspective of policymakers when it comes to technology use in their education systems, and how this changes as ICT use broadens and deepens.
It should be noted that what appears to matter most to policymakers, at least according to the official policy documents that they draft and circulate related to ICT use in education, may not in fact be what *actually* matters most from the perspectives of students, teachers, school leaders, parents and local communities, politicians, local industry, academics, researchers and other various key stakeholders and beneficiaries.
Whether one agrees with apparent policy intent or not, being able to identify such intent can be a catalyst for important discussions and analysis:
Does this policy rhetoric match our on-the-ground reality?
What can or should be done?