Through econometric analysis of data from multiple surveys, this study explores factors that affect ICT adoption and evaluates the extent to which ICT in schools affect the ICT adoption of surrounding communities, in order to provide a perspective that can help narrow the gap of digital divide. Understanding factors affecting ICT adoption may provide information that helps policymakers decide where to put limited resources to promote ICT, and helps profit-seeking ICT companies target regions that maximize revenues. We find that education is far more important than income in predicting the percentage of households who adopt ICT services, and that some unexpected variables such as the penetration of pickup trucks are useful predictors as well. In scenarios where ICT is available and accessible, thus eliminating any barriers to use related to cost and convenience, we find that there are adults who do not adopt ICT. So policy-makers should look for other approaches to increase ICT adoption beyond traditional policies that make ICT less expensive or more accessible. By separating availability from penetration of ICT, the study found that they can have different predictors, which means that researchers who do not separate these factors may get misleading results. There is no evidence showing a substitution between mobile, fixed-line, and public telephone service in 2004, so phone companies need not fear that deployment of other telephone service will decrease their subscribership. While educational impact is likely to be the primary objective when putting ICT in schools, such investments can also affect ICT adoption of surrounding communities, thereby reducing the digital divide. Considering these spill-over effects when allocating resources should lead to greater welfare gains for the amount of resources spent. We find that putting ICT in K-12 schools has spill-over effects on residential adoption of ICT and use of ICT by adult family members. Spill-over effects of ICT in schools differ greatly based on education level of the students, but do not depend on household income or education of family members. The effects are greatest for primary school, and putting both computers and Internet in schools has greater spill-over effects than computers alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]