As countries continue to invest in information and communication technologies (ICT) and they become even more common in the workplace, there is an increasing demand for schools to produce technologically literate students. This report presents results from the "Programme for International Student Assessment" (PISA) 2003, and examines how extensive access to ICT is in schools, homes and other places, how familiar students nearing the end of compulsory education are with ICT and how well they feel they use the technologies that are available. This Australian report also looks at aspects of the so called "digital divide," examining access and use of ICT in Australia by state, by gender, by Indigenous background, by socioeconomic background and by geographic location. These characteristics are compared to how well students performed in mathematics, the main area of student performance in PISA 2003. The report shows that all Australian students have access to a computer at school, and most also have access to a computer at home. However, fewer Indigenous students and fewer students from the lowest level of socioeconomic background have access at home. Students with access to a computer at home and those who used their computer at home frequently achieved at a higher level in mathematics than those students with no such access. This report shows that Australian students use computers frequently, and while entertainment is a large part of this, they use computers for a wide range of functions. They were highly confident of being able to perform routine ICT tasks, and they were among the most confident in the world at performing Internet tasks. Far fewer students were confident of performing high-level tasks. While there was some variation between states in all areas, there were no glaring differences in the provision, use, or confidence in using ICT. A number of gender differences can be seen in the results, with female students less confident overall of their skills whenit came to higher level tasks, and seeing computers more as a tool than males. Socioeconomic background does not appear to have a great effect on use of computers or confidence. Although Indigenous students have more limited access to computers at home and their levels of confidence were lower overall, there appeared to be no widening gap in their confidence levels compared to those of non-Indigenous students in the progression from low level to high level computer tasks. (Contains 56 tables, 44 figures, and 15 footnotes.) [This publication is the result of research supported by a grant from Commonwealth, State, and Territory governments.]