Access to and implementation of digital technologies for mathematics teaching and learning across and within countries and regions display similarities and differences. This chapter is derived from regional presentations made at the icmi study 17 conference held in vietnam in december 2006. The descriptions of the situations in four countries (russia, hong kong, vietnam, south africa) and one region (latin-america) give a sense of the similarities against the general background of a global goal for schooling in the twenty-first century. The complex issue of universal access to digital technologies for meaningful mathematics learning, it is suggested, requires concerted efforts to address a host of mitigating factors. 2009, Springer science+business media, llc.