Countries throughout the world now have experience with national policy relating to computer use in education. However it remains difficult to synthesize this experience. Some method of conceptualization about pertinent features of national policies could help educational decision makers make more informed predictions about the likely consequences of similar decisions in their own countries. In this context a model is presented which attempts to support such a synthesis of international experience. The model describes four general categories of national policy with respect to computer use in education. The model is then used as a framework for discussing the likely implications of policy within each of the different categories relative to various aspects of computer use such as its objectives, hardware and software considerations, teacher training and support, research, and national capacity building.