The Promise “The world of possibilities”.
“In many schools where ICT was used well, pupils usually worked confidently and responsibly with it on their own or in small groups, often without the direct supervision of the teacher. The quality of interactions and co-operation between pupils, and the degree of support they provided for each other, were usually high, particularly when they were working on collaborative tasks at ICT workstations. Pupils often demonstrated an ability to make informed choices about whether, and which, ICT resources were appropriate to the task they had been set. High levels of motivation were almost always apparent where pupils were using ICT well. This motivation provided a climate that was particularly conducive to raising pupils’ attainment in coursework.”
“In both primary and secondary schools where teachers had carefully planned the use of ICT, it was often used effectively to provide varied tasks that were well matched to pupils’ individual needs. In particular, pupils’ needs were very well supported where evidence from assessments had been used to decide whether, and how, ICT should be used. Overall, pupils’ needs were being more effectively met where ICT was used selectively and appropriately as part of a broad range of strategies.”
(Scottish Executive Education Department (SEED), n.d.)
The SEED had also forwarded that ICT promotes pupils’ attainment throughout the curriculum. These were proven through their inspection of schools in Scotland:
“There were many examples of ICT being used well to promote pupils’ knowledge, understanding and skills in a range of subjects in both primary and secondary schools. Improvements were often related to greater scope and depth of understanding in certain aspects of subjects, increased pace of learning and heightened motivation to learn.”
“In the focused inspections of primary schools, good or very good attainment in coursework was usually accompanied by effective use of ICT in learning and teaching. Any advantages gained for these pupils were not yet available to those in the many primary schools which still have to make effective use of ICT.”
“In the focused inspections, pupils’ attainment in coursework was almost always good or very good.Their attainment was supported by ICT in an increasing range of subjects and to greater effect as they moved through the school from S1 to S6.”
SEED had also pointed out that ICT had contributed in making school management more manageable, assuring quality and enhancing the development of staff.
“The effective management of ICT is clearly essential for its potential to be realised fully. Many schools had shown considerable imagination and energy in making arrangements for the acquisition, maintenance and accommodation of ICT facilities.
“In the schools where the most effective use of ICT was observed, headteachers, promoted staff and other staff demonstrated a strong commitment to its use. Many effective activities arose from teachers’ willingness to experiment with new technologies and software, to evaluate their effect critically, and share their experiences with colleagues. A key management step was the appointment of a member of staff, at an appropriate level of seniority, to take whole-school responsibility for promoting and coordinating the provision and use of ICT. In the most effective schools, the ICT co-ordinator was party to all key management decisions on the curriculum, ensured that the use of ICT was systematically monitored and evaluated, saw to it that ICT-related developments had an appropriate place in school and departmental development plans, and played an active role in promoting staff development.”
“Many teachers needed opportunities to reflect on the role that ICT can play in learning and to develop their skills i
n using ICT to enhance their teaching and improve pupils’ attainment. “
