One of the most commonly cited reasons for using ICTs in education has been to better prepare students for a workplace where ICTs are becoming more and more ubiquitous. In addition, ICTs can improve the quality of education by increasing learner engagement and motivation, by facilitating the acquisition of basic skills and by enhancing teacher training.
However, there is lack of good monitoring and evaluation tools and processes for the use of ICTs in education. The scarcity of evaluation data has shown important biases in the work. There are also collected data, but this is often quantitative data related to infrastructure rather than data that can help gauge the impact of the use of ICTs on student learning.