Despite enormous expectations, ensuring that information and communications technologies (ICTs) become an effective instrument for innovation in the education sector has not been a simple or automatic process resulting from placing ICTs in the hands of teachers. The difficulty lies in the complexity of schools appropriating this technology with a broad vision of what they can contribute to innovation when incorporated into the links between education and a networked society in a globalized world. This very complexity explains why the impact of ICTs in other areas of society and the economic system has been so limited in terms of transforming the teaching profession.