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Technology in schools : education, ICT and the knowledge society (English)

Many countries around the world are investing in Information and Communication Technologies (ICT) to improve and update the education they provide their younger generations. This document offers examples and insights to demonstrate that introducing ICT into the schools, without a proper staff development plan and without a pedagogical perspective, is a low-return investment. Technology is still expensive and requires constant support at the school level for hardware and network repairs and software configurations, updates and management. Relevant digital educational content, both from the Internet and from CDs is an important consideration that needs careful attention, especially in terms of addressing learning needs, teaching practices and models that may become critical factors inside the classroom. Implementing an ICT policy in education requires a long-term commitment from various levels of government; therefore, this report offers a few guidelines for program implementation in terms of management needs and program enhancement. A special section is devoted to ICT for small rural schools, which are common in developing countries and which require, and deserve, special attention in terms of staff development, technical support and relevant content for their students. In the final section, a number of implementation priorities are analyzed, including the profile of the ICT management team, its alignment with other national educational priorities, and the importance of human capacity building in terms of program scale, right from the beginning of the program. The paper ends with a resource base that can be used for further procurement of up-to-date information on ICT use in education.


  • Author

    Hepp K., Pedro, Hinostroza,Juan Enrique, Laval M., Ernesto, Rehbein F., Lucio

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    Working Paper

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    The World Region,

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    Technology in schools : education, ICT and the knowledge society

  • Keywords

    Teachers;information and communication technology;incentives for teacher training;private and public initiatives;student school;flow of information;educational system;improving learning achievement;networks of people;reading comprehension level;technology in school;community at large;open bidding process;courses to teacher;basic technical skill;private sector entrepreneur;teacher training strategy;support to school;special tax deductions;quality communication Infrastructure;good educational service;segments of society;conferences and seminars;number of teachers;good educational impact;local area network;effective learning environment;wide area network;access to ict;economies of scale;number of software;attitude towards technology;level of support;Equity of Education;opportunity for teacher;quality of education;staff development;



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Hepp K., Pedro Hinostroza,Juan Enrique Laval M., Ernesto Rehbein F., Lucio

Technology in schools : education, ICT and the knowledge society (English). Washington, D.C. : World Bank Group.