The infusion of technology in education and training activities is not a new development. There is ample evidence in research and related litera­ture to show that interests in and explorations of the potential of technol­ogy to enhance teaching and learning have always been heightened with every new age of technology innovations. However, in this article I argue that while technological changes have been rapidly occurring in all areas of life-including education and training-approaches to the integration of technology into education and training activities have hardly changed and are often characterized by ad hoc, unsystematic measures that have usually resulted in unstructured, ineffective and unsustainable interven­tions. These approaches are fundamentally flawed in design, primarily because they have not benefited from any form of proper systematiza­tion. To support this argument, I use examples from the experiences of some organizations and individuals in Jamaica in the process of introduc­ing computers and related technologies in schools; and I make the case for systematization of the processes and experiences of technology in education and training, in order to ensure efficiency, effectiveness and benefits. In an effort to demonstrate how this should be approached, I present a practical process model for systematization of technology in education experiences; and I end by suggesting some critical roles for enhanced governance and leadership in any effort to improve the state of affairs in education and training.