Two decades of research on the integration of ICT in education have shown that although changes are underway to effectively integrate ICT into teaching and learning, these changes are not substantial enough to cause change at the required pace (Cowie and Jones, 2005; Darling-Hammond, 2005; Ehman et al., 2005; Jimoyiannis and Komis, 2007). Furthermore, the prospects of using ICT in education have been the subject of debate, research and speculation. The debate has changed somewhat, namely that ICT has an important role to play in education in terms of enhancing excellence in teaching and learning. However, the factors that hinder the integration of ICT in education appear to be basically the same as twenty years ago: inappropriate integration strategies, resistance to change, resources, training and time to effectively integrate ICT (Demiraslan & Usluel, 2008; Guru & Percy, 2005).For successful integration of ICT in education, there must be specific and clear objectives, time-bound guidelines and targets, required infrastructure, a educational framework, an evaluation system....