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"It is a mistake to separate out technology infrastructure from pedagogical practices."

will begun to be collected in late 2010 as part of the general statistical gathering that UIS coordinates with all countries in the world.

At first glance, it might appear to some that, generally speaking, the more hours of recommended hours per use of computers might correlate well with how 'advanced' a country is in its use of ICTs in schools.  In fact, the opposite is often the case. 

In countries considered 'advanced' in ICT use, especially in 1-to-1 computing environments (like Uruguay, for example), laptops are (essentially) always available, but use is not officially prescribed/recommended for a specific period of time.

that less developed countries where ICT use in relatively new may well report that ICT use is recommended more than in more 'advanced' countries where ICTs are more mainstreamed in education.

it highlights the fact that that simple conclusions drawn from such data can be quite dangerous. 

That said, the building of a universal  index related to ICT use in education is especially problemmatic, given the the number of assumptions and value judgements that would need to be made about the importance or weight of individual indicators -- and that cross-national data collection in this area is still in its infancy

the fast changing nature of technology requires regular adaptation and change.

As we do so, the fact that the UIS will be collecting basic data on where things stand today in all countries in the world will greatly contribute to our collective ability to track developments and changes in this increasingly vital and strategic area of investment for governments and societies around the world.