We have a tough economy to deal with within the comprehensive schools, in Sweden. The resources allocated to schools depend on how many pupils there are and if the school has a need for extra money due to different kind of problems, e.g. dyslexia. Despite the advanced infrastructure it is a fact that each school still has to deal with choosing whether to buy new books to the pupils, or see to that there are enough pencils. This is hardly anything unique for Sweden, but Sweden has come quite far when it comes to using IT in education. This means that the schools now also have to deal with how to afford to use the existing infrastructure with their already limited budget.
Schools receive funding to ensure that computers and networks are installed at the schools.
However if the educators do not know how to use the new technology, it might even happen that the computers remain unpacked. Too often computers are used in the same way as typewriters. The form of schools and education has remained fairly unchanged over hundreds of years, and so has the technology used in teaching, despite both pedagogical and technological influences. Today the culture of the educational system and its technology is challenged. Just providing schools with an infrastructure, of computers and networks, will not have the desired effect.