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Teacher factors influencing classroom ICT use, such as their ICT literacy and confidence levels, are also identified, focusing on impacts of teacher training and continuing professional development, and on teacher beliefs and cultures of teaching.. It focuses on the role of ICT in improving the quality of learning and teaching in schools with reference to technologies appropriate for this context. In so doing, the review casts new light on the supporting and constraining factors that influence ICT integration in education. A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.