ABSTRACT
At the heart of many policy documents, curriculum discussions and institutional plans-at national and local level-lie the vexed questions of resources. Indeed the whole history of the spread of Information Communications Technologies (ICTs) into the educational system has been accompanied by a sceptical counter-discourse focusing on two key questions: how to organise ICTs in schools, and the economic problem of paying for it all. I should say right away that I will not be discussing this second problem in depth here. Ensuring equality of provision does trouble a number of teachers every day and it clearly underpins a number of the projects described in the preceding chapters but ultimately it is a political challenge and needs to be addressed in the political arena.
