India is a vast geography with varying levels of development in different parts of the country, and therefore, experiences of using ICTs for education across the country also reflect this diversity. At all levels, from infrastructure availability to availability of trained faculty, there is tremendous variation between urban and rural areas, developed and less developed states, and access for economically and socially weaker sections vis-à-vis the more wealthy in the country. While some interventions have been immensely successful in one area, the same interventions in another part of the country have not succeeded. The most significant insight through this study has been that a whole spectrum of solutions using ICTs in the education space is required in India. This can range from initiatives using community radio for non-formal education through general community mobilization and awareness creation in rural areas to the state-of-the-art technology-enabled learning spaces and other advanced e learning practices in select schools.