Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.⁽⁶⁾ In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.⁽¹⁸⁾

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.⁽⁴²⁾ Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.⁽⁴¹⁾
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.^(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.⁽¹⁸⁾
• Interactive White Boards or Smart Boards: Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.⁽³⁾ Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.⁽³⁸⁾ Student engagement is generally higher when ICT is available for student use throughout the classroom.⁽⁴⁾
• E-readers: E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.⁽¹⁹⁾ Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.⁽²²⁾ Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.⁽²²⁾Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.⁽⁵⁾ Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.