Regardless of the view that technology advances society or that society advances technology, the key point is that one or the other way generates overall progress. Humans have gone from fire and sticks to wireless internet and intercontinental ballistic missiles. Unfortunately, this progress has not been equal in all regions of our planet, nor among all inhabitants of this planet. Decades of this inequality have led to the creation of numerous organizations, programs and campaigns to address the problem. One of the most well-known equality campaigns comes from the United Nations' Millennium Development Goals (MDGs). Differentiating from the past, Fukuda-Parr (2004) argues that the MDGs carry more weight for the world because of increased accountability in the context of clearly defined and observable deadlines and milestones. The MDGs focus on eight topics focusing on topics such as poverty, education, gender equality, sustainability, fighting diseases, improving maternity care, hunger and improving development partnerships across the world (Fukuda-Parr, 2004). Each goal presents difficulties in both areas. logistical and ethical implementation, but perhaps the most conflicting for developing countries is education. It can be said that the second goal, which aims to provide children, regardless of their place of residence or gender, with a primary education, is the closest to being achieved (United Nations, 2010). The United Nations (2010) cites technological initiatives such as mobile schools to engage children in rural areas of countries as part of their success. The use of information and communication technologies (ICT) has been and will continue to be monumental in not only improving the quality of education for all children, regardless of where they are, but also contribute to development...... middle of paper ......school programs can lay the foundation for better communication so that every citizen of these countries can see, learn and tell the world about their lives. This provides an important bridge, as efforts to improve access to ICT in countries like African countries could prove extremely costly given current technology and may not be the best use of aid foreign to these countries (Fink, C. and Kenny, CJ). , 2003). However, Okpala & Okpala (2014) show us that literacy and school life expectancy are extremely powerful tools to improve developing countries and focus ICT on ensuring a respectable minimum value to this life expectancy school by guaranteeing every child a primary education, perhaps then these developing countries themselves can focus on improving ICT, which will then allow them to interact with the world and build a more global community forte.