OECD countries have undertaken significant investments to enhance the role of technology in education. The question that arises then is whether or not these investments are paying off; is this investment in technology within education systems managing to fulfill expectations? PISA 2006 provides a wealth of comparative data to start answering these questions. These data provide evidence on the availability and use of technology and the actual benefits accruing from it. The analysis of these data can also help to identify potential bottlenecks such as the low intensity of school use that may hinder the achievement of the desired effects and therefore be of use for policy formulation. One of the most striking findings of this study is that the digital divide in education goes beyond the issue of access to technology. A new second form of digital divide has been identified: the one existing between those who have the right competences and skills to benefit from computer use and those who do not. These competences and skills are closely linked to the economic cultural and social capital of the student. This has important implications for policy and practice. Governments should make an effort to clearly convey the message that computer use matters in the education of young people and they should do their best to engage teachers and schools in raising the frequency of computer use to a relevant level. Such an increase could not only be a clear indication of teachers’ and schools’ engagement with the development of 21st Century skills and competencies but it could also report gains in educational performance. In addition schools should be reminded that they have a crucial role in the development of the cultural and social capital that will allow students to bridge the emerging second digital divide.