Revision with unchanged content. Despite frequent attempts to address educational changes and the roles of ICT in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the data collected might incur significant discrepancies in the results. These research gaps direct us to develop models to explore how contextual factors contribute to effective ICT implementation, including the school-level factors. An organisational and sociocultural approach is adopted, and the analysis should help to answer the questions: 1.In a school context with ICT implementation, what are the factors affecting changes in student learning from a teacher-centred approach to a studentcentred approach? 2.How do the above factors interact with one another to bring about the changes? 3. How does ICT act as a lever to bring about the changes? 4. Among schools, what are the organisational features of schooling facilitating the changes? Apart from addressing to practitioners like teachers, senior teachers, and principals, this book is also directed towards policymakers and researchers for gaining insights in unleashing the power of ICT implementation in advancing changes in student learning.