Combining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of Information and

Communications Technology (ICT) use in Ontario’s K-12 public schools. Results indicated equitable first -order access to technology in school, early integration of ICT from the earliest grades, frequent application of ICT in day -to-day teaching, and an enabling effect of ICT on additional access to learning resources and distance learning. However, challenges were also

uncovered in building technology infrastructure for a small fraction of schools; ensuring home

access for schools with lower family incomes, of smaller size or from remote regions; and providing teachers with professional development for choosing online materials and adopting

emerging ICT- enabled teaching practice. Furthermore, this study highlighted the importance of parent involvement in ICT use and the

potential beneficial linkage between ICT use and student learning achievement.