The search of a smart concept for introduction learning technologies

A simple question. Which kind of school do you prefer for your kid: one with good teachers and a high reputation within the community or one which uses extensively education technology? This question, asked by a senior official from a donor organization, is rhetorical: of course, quality of teachers is more important than the availability of hardware, software and content.
Does this make the point? Is introducing ICT too costly in countries like Kazakhstan? Is the performance improving in learning outputs too low to put scare resources on it, when basic needs such as facilities, decent salaries for teachers and basic supply on teachning materis are not covered? Is playing around with the latest gizmos of technology a luxury, middle-income countries cannot and should not afford?
Again, these are rhetoric questions. Overwhelming anecdotic evidence confirm a similar perception of officials from the Ministry of Education and donor organizations. No experiments with unknown phenomena. Uzbekistan has a record of putting a new VET school in even the most distant village. The "National Program of modernization of VET 2008 - 2012" from the Kazakh Ministry of Education assigns more than 70 % of the 500 million USD program to construction, the planning of the World Bank allocate less than 1 % of available ressources.
But this also means that there is a gap between official rhetoric about the need of educational technology for a globalized, knowledge-oriented and competitive workforce and practice. Is it too early in VET to start competing within the emerging global education space? I do not know.
May-be the paradox of ICT-introduction in middle income countries might be formulated in the following way: ICT is increasingly a necessity, but top-down hierarchies do have great problems to understand and to ensure efficiency. Performance improvements are extremely difficult to plan and to measure. As management capacities are limited, construction is easier to handle than change programmes.
As the current discussion proces proves, the problem for the developed world is similar, even if there is an active community and capacities for change, the link between labour market and technology is much more close, market force and institutional infrastructure is much more sophisticated.
Maybe the issue is about concepts, strategies and design? Starting from this posting I would like to start a search for smart concepts on introducing educational technologies as a catalyst of change. I will appreciate any support and feedback on this issue. Thank you for your consideration.