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Almost all schools in Spain have Internet access (99.7%), 87.1% (72.0% in the previous year) with broadband connections (above 512 Kbps). In 2008/2009, the number of pupils per computer for teaching and learning was 5.3 (in the previous year was 6.1) (MEC 2009).

About 70% of schools have a person responsible for coordinating ICT technical functions, teaching and, to a lesser extent, providing support services for students. Policies on the integration of ICT in the different regions vary in emphasis and depth. Research in recent years has been analysing the impact they have had different policies in each of the regions.

For example, in Andalucía during 2006-7 research showed that ICT had an occasional or very limited presence in school activities. The impact of these technologies in teaching practices is still much lower than expected (Aguaded y Morueta, 2008). In Galicia, research undertaken during 2004 concluded that ICT is used mostly for administration and management rather than for teaching.

More recently, there is evidence of teachers who have developed their teaching practice in meaningful ways with ICT, integrating digital technologies into their daily work. Correa & Martinez (2010) report from a school in the Basque country where digital technologies have found their place in the teaching of this school system consistent with its model of educational innovation (Correa & Martinez, 2010).