Implementing policies to incorporate Information Technology and Communication (ICT) to the educational systems of Latin American societies is one of the most significant events of the past twenty years.

However, there is still no conclusive research on changing paradigms in teaching models, the specific impact of the new e-Learnig practices on learning in basic education, and how innovation is managed by the Administration, Ministries and Agencies driving.

In the same way, based on national background analysis, international comparative studies and contributions of the theory of educational change, we argue that the debate on the impact of the technological revolution and the implications of ICT policies in schools remains open.

Our main purpose is to analyze the “Plan Ceibal Uruguay” from three different areas.  First, we introduce a descriptive study of the main investigations carried out so far on the first results from the implementation of the Plan Ceibal in public primary education. Later, after reviewing the theoretical contributions and research findings in the region, we examined the relationship between ICT policies and educational systems. Finally, we discuss various strategies and alternatives for improving learning, teaching and social inclusion from the introduction of personal computers XO (name of the computers that were distributed through the Ceibal Plan) in Uruguayan public education.

Plan Ceibal Uruguay, ICT Politic for schools, educational change, innovation.