Even in countries where English is a second language (such as Singapore, Malaysia, the Philippines, and India) it is imperative that teaching and learning materials that match national curriculum requirements and have locally meaningful content, preferably in the local languages, be developed.
The ease by which Web-based educational content can be stored, transmitted, duplicated, and modified has also raised concerns about the protection of intellectual property rights.
ICTs are swiftly evolving technologies, however, and so even the most ICT fluent teachers need to continuously upgrade their skills and keep abreast of the latest developments and best practices.
While the first focus—skills with particular applications—is self-evident, the four other foci are of equal, if not ultimately greater, importance.
Many teacher- or student-initiated ICT projects have been undermined by lack of support from above.
For ICT integration programs to be effective and sustainable, administrators themselves must be competent in the use of the technology, and they must have a broad understanding of the technical, curricular, administrative, financial, and social dimensions of ICT use in education. Whether provided by in-school staff or external service providers, or both, technical support specialists are essential to the continued viability of ICT use in a given school.