Abstract
The convergence of ICT policies in Spanish schools is challenging due to the differences between Autonomous Communities in the regulation, budge- ting, 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 ratio- nales and action plans. Analysis of both components shows that Spain offers a messy example of ICT intro- duction 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 implementa- tion of ICT to the needs of the educational context.
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