Evidence from a previous PISA report suggests that low-performing students appear to benefit the most when more resources are allocated to disadvantaged schools than advantaged schools, but not at the expense of the highest-performing students in the education system (OECD, 2016a). It is therefore hardly surprising that governments have invested substantial resources on computers, Internet connections, software, and information and communications technology (ICT) more generally. But this investment has not always produced obvious gains in student learning.