This paper describes some of the features of Information Communication Technology (ICT) and its uses in the teaching-learning process in elementary schools. In most schools, it is difficult for ICT to be used effectively in the teaching-learning process. The author observed many classes using ICT in elementary schools. Qualitative data, such as interviews with teachers and observation of student conversations and behaviors were analyzed. The research findings were based on ethnographic case studies and are summarized as statements. The findings were summarized and are presented as a causal relation graph. The main results were: (1) Basic computer operating skills, such as typewriting depend largely on the classroom teacher's attitude and computer literacy; (2) most computer operation skills, such as file saving, and design skills, such as designing and developing a homepage were mastered through reciprocal teaching and modeling among children; (3) the teacher's advice helps children to search and access information related to their topics. It was further found that ability to access topic relevant information was the result of a comprehensive understanding of the information domain, rather than operational skills; (4) learning motivation was highly promoted by collaborative and competitive group activities; (5) integration of synchronized systems, such as videoconferencing into classes requires professional technical support. (Contains 15 references and 2 figures.) (Author/AEF)