At a fundamental level, attempts to answer many of the pressing policy questions we have about the use of ICTs in educational settings around the world -- and the impact of such use -- are complicated by the fact that we still do not have reliable, globally comparable data in this area. As hard as it may be to believe -- especially given the large investments being made in this area and the increasing strategic importance of this topic in many countries -- basic answers to many basic questions about the use of technology in schools around the world remain largely unanswered. Such questions include:
- How many schools are connected to the Internet (and what is the quality of that connection)?
- How many teachers have been trained to use ICTs?
- How many schools have access to sufficient reliable power?
- How many computers are being used for learning purposes in schools?
- In what subjects are computers meant to be used, and to what extent?
This is about to change.