The convergence of ICT policies in Spanish schools is challenging due to the differences between Autonomous Communities in the regulation, budgeting, and timing of ICT school policies. The purpose of this article is to examine the regional policies of ICT introduction in Spanish schools and high schools. This study was conducted using a comparative framework, which consists of two components: strategic rationales and action plans. Analysis of both components shows that Spain offers a messy example of ICT introduction in education. This is evidenced by the uneven emphasis given, on the one hand, to ICT infrastructure and, on the other hand, to the tailored implementation of ICT to the needs of the educational context.
- Compulsory education
- Educational planning
- Educational policy
- Information and communication technology