The rhetoric surrounding the use of information and communication technologies (ICTs) in international education speaks of providing education access for all. However, an examination of actual policies reveals an emphasis not on creating an educated population, but on improving economic opportunities using discourses such as globalization, knowledge economy, and knowledge society. This emphasis creates an imbalance in opportunities for using ICTs in education and presents challenges for international educators. This paper discusses the Canadian International Development Agency's report, "CIDA's Strategy on Knowledge for Development through Information and Communication Technologies", as an example of how rhetoric does not always meet reality. The paper concludes with four simple recommendations for good ICT practice in developing contexts.