There is a considerable amount of research, often on very specific areas such as the use of laptop computers with young pupils, but the rapidly developing world of ICT means that it is difficult to identify convincing evidence on particular strategies for the future. 

However, such research as there is tends to be encouraging, suggesting improved pupil motivation, improved literacy skills (especially in understanding of narrative), gains in self-expression and creativity etc.

An English survey in 2002 showed the following:  81% of households with children aged 5-18 had access to a computer; 56% of young people were using the internet; 90% of English Key Stage 3 pupils and above were using computers for homework.
 

Pupils will need ICT skills per se when they leave school, especially in certain careers

Using email can improve teachers’ efficiency and reduce feelings of isolation

Digital video has been found to improve motivation/engagement, to develop literacy skills, to provide flexibility re learning styles and differentiation, to offer links with out-of-school interests and to be applicable in many curricular areas

Laptops have been found to help with logistics, to increase sense of ownership when used at home, and to improve understanding, analytical skills and project work

Many pupils have advanced ICT skills which can be exploited in school

Teachers can gain in terms of reduced workload (eg using computer templates)

ICT offers eco-friendly solutions to paper consumption

It can ease administration, eg in transfer of information from school to school

It may also be useful for online assessments, for organising PLPs etc

It can be helpful to know exactly what access pupils have to computers for homework

Use of ICT in schools may be beset with legal and safety implications

The teacher should decide the curricular goal and then consider how ICT may help to achieve it

Planning integration of ICT into the curriculum is very important and Learning and Teaching policies may usefully incorporate ICT development

We should beware of pupils using ICT to produce superficially pleasing, but insubstantial work (using ICT in this way has been called “powerpointlessness”)

Learning is still to be seen as a social process  (Vygotsky)

ICT offers particular opportunities in Support for Learning

Voice communication aids are now increasingly available for common computer equipment and are therefore more accessible for speech and language therapy

For all ages and abilities, there is a need for teachers to be aware of what software and teaching materials are available and to be able to evaluate them.  However, there is a need for guided experimentation by teachers, rather than decontextualised training.

The most suitable equipment/software needs to be considered - e.g. cheap word-processors may be just as useful as  more expensive computers

Preparation of ICT lessons/materials can be a good investment of time - and material can be worked on out of class when pupils have access to computers

Pupils need to develop safe practice in the use of the internet - see the BECTA/DfES “Internet Proficiency Scheme” for example

Teachers and pupils may both prefer to work in a reflective environment at home

ICT offers improved communication between school and home

New “talking” software can be a powerful tool for inclusion (eg Text-To-Speech software, “talking browsers”) - useful for the visually impaired and SEN pupils

Families can become more deeply involved in the life and work of the school

There may be opportunities to support home use of ICT (as an aspect of inclusion?)

Use of ICT at home can promote independent learning

It is possible to direct pupils (and parents) to useful internet sites, but it is also possible to put curricular material on the school web site, thus allowing those not attending school access to education

Broadband offers the possibility of useful video conferencing, enhancing Open Learning work and reducing isolation for small schools or small classes in larger ones

Video conferencing may offer international link-ups for Modern Languages

Good support is needed in schools to avert problems, to deal with problems when they arise, to provide whole-school strategic planning and to help manage change

Schools would benefit from coordinated support for curricular ICT developments

One estimate suggests that 34% of the ICT budget may be required for the range of support which is needed: technical, know-how, application issues

School-level barriers:  lack of equipment; lack of time for training, exploring software and preparing ICT activities; lack of models of good practice; unreliable equipment; lack of support

Teacher-level barriers:  negative attitudes to computers; anxiety/lack of confidence; problems in dealing with change

Managers can organise a standard “corporate” approach to software/hardware and establish a familiar “feel” to ICT work across institutions to ease access to ICT

Consideration needs to be given to deployment of computers - is an ICT suite best?

NOF developments have gone some way to raising skill levels and awareness

There is now a need for teachers to see ICT in action in curricular contexts

Active interest in SMT is extremely important

Teachers need opportunities to develop creative approaches to ICT use

Teachers may need training in the best ways of using familiar software/equipment

Teachers may appreciate support/study groups, peer coaching, workshops, mentor support (sympathetic colleague? - a proficient pupil may have technical knowledge)