"The impact of ICT use on learning outcomes is unclear, and open to much debate. Widely accepted, standard methodologies and indicators to assess impact of ICTs in education do not exist. A disconnect is apparent between the rationales most often presented to advance the use of ICTs in education (to introduce new teaching and learning practices and to foster 21st century thinking and learning skills) and their actual implementation (predominantly for use in computer literacy and dissemination of learning materials). Costs: Very little useful data exists on the cost of ICT in education initiatives, especially related to Total Cost of Ownership and guidance on how to conduct cost assessments. Current implementation of ICT in education: Interest in and use of ICTs in education appear to be growing, even in the most challenging environments in developing countries. Policy: Best practices and lessons learned are emerging in a number of areas, but with few exceptions (notably on ‘schoolnet’ development and general lessons learned), they have not been widely disseminated nor packaged into formats easily accessible to policy makers in developing countries, and have not been explicitly examined in the context of the education-related MDGs." (Key findings)