There is widespread commitment and investment in Information and Communication Technologies (ICTs) for education and development in the global south, in line with international commitments to the Millennium Development Goals. This paper contrasts two models of ICT implementation in these contexts – the most common format, where a suite of refurbished ICTs is installed in a fixed location; and the novel format used in the first phase of DEEP (the Digital Education Enhancement Programme), where teachers are provided with a smaller number of mobile digital tools. The latter model is often criticised on the basis of cost. This paper applies a standard model for calculating the Total Cost of Ownership to the two formats. The results of this analysis challenge some of the common assumptions about the costs of ICT for education in developing nations.