Based on the lessons that emerged from the UN Millennium Development Goals and the Education for All movement 2000–2015, there is now a global consensus that universal school enrolment is necessary but not sufficient for children to learn.

This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.