Abstract
International Association for the Evaluation of Educational Achievement (IEA) has completed two comparative studies of information and communication technology (ICT) in education – the first study, Computers in Education Study (CompEd), conducted between 1987 and 1993 and the second study, Second Information Technology in Education Study (SITES), conducted between 1997 and 2008. This article provides an overview of the research design and key findings from these two ICT-specific studies to shed light on the status and role of computers in school education, the changes that have taken place over the two decades since the late 1980s, and the factors that have influenced ICT use in schools in different countries around the world.
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