When the Russian Empress Catherine the Great visited Crimea in the late 18th century, the nobleman Grigory Potemkin is meant to have had fake village facades erected along her travel route, as well as to have spruced up some of the existing visible buildings (and people), so that she would be fooled into thinking that things were better than they really were. While historians have expressed considerable doubt about whether this actually occurred (indeed, many place it in the category of persistent "cultural myth"), the concept of a Potemkin Village, where things are tarted up so that occasional visitors get a false sense of reality, is not too difficult to understand.
Over the years I have visited hundreds and hundreds of schools in scores of countries to get a sense how they are using (and not using) technology. Whether in rural Eritrea or highly developed, urban Singapore, as an outsider I am always conscious of the fact that there is an element of 'show' to what I am seeing -- or at least that there might be. The act of observing can often change what is being observed (social scientists refer to this as the Hawthorne effect). As an employee of the World Bank, I know that government officials who arrange and accompany me on school visits often want to showcase what 'works', and what is 'best practice'. This is especially the case where World Bank (or other external) funding has been involved, as people are eager to show that related monies have been well spent.
This is not always the case, of course. I was once lucky enough to visit a school in Latin America for children with special educational needs in a country that was buying *lots* of technology for use by teachers and students. We arranged to meet the relevant government officials at the school early in the morning so that they could act as our guides. However, it turned out that there were actually two schools for special needs students located on the same street in different parts of the city -- and we had gone to the wrong one. After waiting for a while in the office of the headmistress (who was clearly surprised that we were there), it was decided that we should just begin the tour and start talking to people. A few hours later, after the national educational officials had finally figured out where we were, we were picked up and driven to the 'correct' school. It will probably come as little surprise that our experiences in both places were quite different. Chats with teachers, administrators and parents at the first school contrasted rather markedly with the quite sunny picture presented to us at the second 'showcase' school. This is not to say that we couldn't learn anything from the showcase school, however, just that we learned different things -- and perhaps had to work a bit harder to do so.