The Generalization of Information and Communication Technologies in Education program (GENIE) has made way for computers, video projectors, interactive whiteboards and multimedia rooms into many public schools in Morocco, and has worked to add the communicative dimension to the process of technology-assisted teaching. The program also worked on qualifying human resources to be more responsive within the new Information and Communication Technology (ICT) enriched environment by means of occasional workshops and Massive Open Online Courses (MOOCS). Still, in the absence of return on investment (ROI) studies or impact evaluations, the program stirred long controversy over its merits. This paper aims to study the impact of GENIE on teachers and students in middle and high school using an evaluation model conceived by Daniel Kirkpatrick and Thomas Guskey. The process of data mining and analysis took advantage of both quantitative and qualitative approaches, with more emphasis on the second. The study concludes that the flagship ICT integration program in the country is a promising one; however, it falls short of delivering its promise of engaging the Moroccan school into the information society. The program's 4 axes of operation (infrastructure, training, digital resources and development of use) endure serious impediments that disturb the attainment of the program's objectives throughout all GENIE's three phases of execution and will certainly hinder the realization of the ministry's 2030 vision.
