Statistical evidence from the UK shows that ICT can enhance attainment in subjects. The UK's largest impact study shows a rise in subject performance through ICT use in English, Science, Design and Technology. ICT had a positive effect on pupils' performance in literacy, mathematics and science tests. It has especially helped to improve the performance of low achieving pupils in English and writing skills. It is good for both the strong and the weak. The ImpaCT reports have shown that IT made a contribution to learning, yet this was not consistent across subjects, age groups or schools. It is a policy-maker's responsibility to make sure that there is equity throughout schools so that the learning experience can be enhanced for all students!

One of the first steps in technology integration as a pedagogic practice to enhance the learning process is to build the appropriate infrastructure to overcome any problems of accessibility. Schools must be equipped with the right resources and environment. A typical school may have one to two computer labs, an audio-visual room with computer, projector, video, computers in the library and staffrooms and specialist rooms equipped with computers, projectors and possibly interactive whiteboards. Internet connectivity through a wireless system should be accessible throughout the whole school. UK studies have shown that broadband access in classrooms is one necessary condition to benefit from new technologies for learning. In secondary state schools teachers are now being equipped with a personal laptop and specialist rooms are being serviced with four to five computers in each room together with a projector and interactive whiteboard. Training sessions are also being conducted. This augurs well and I hope the same kind of resources will also be given to Church and independent schools as well. In a National ICT strategy we need to make sure that all students are receiving an education in technology.

If we really want effective take up of ICT in classroom practice we have to address many more issues. For successful integration of ICT ongoing training and support is required on how to use ICT for personal productivity but also on how to use ICT within one's subject area. Teachers may know how to use a computer for personal productivity but using a computer or other technologies appropriately in ways which enhance teaching and learning is a totally different matter. International research has shown that teachers have a favourable attitude towards ICT for use in education and most are motivated and willing to use it in their classroom practice. It is stated that high quality digital content, support services and highly motivated teachers are essential for integration.

The teachers' perspective

Teachers need time, resources, support, collaboration and sharing of ideas. Subject-specific concrete ideas are required, for example, using PowerPoint presentations effectively which involve the students through interactive tasks, consolidate knowledge and check for understanding or how to use content-free software.

Teachers need to experience an advantage in technology where this innovation will be perceived as being better than what it supersedes. They need to be able to observe and trial good practice. ICT is not necessarily compatible with a teacher's past experiences or training. Teacher training courses may not have addressed the appropriate pedagogical aspects of ICT. Teachers need to go through phases in order for this innovation to diffuse into their practices. Failing this, we run the risk of technology being rejected rather than adopted or used just as an add on to a lesson, for example, accessing a website without a learning outcome or use power point presentations which makes the lesson more visual but simply replaces the whiteboard.

Evidence shows that the majority of teachers have not yet embraced new pedagogical practices. Lessons need to be more child-centred.

Teachers need to understand the underlying philosophy behind software programmes. They need to use ICT to differentiate in class and teach for different abilities, to encourage project-based learning, for team work and collaboration among students, to stimulate higher order thinking skills, for problem-solving methods and independent learning. They need online communities or similar regular communication by trainers who would be experts in the same subject area, who know the content area well but also the subject methodologies and how ICT can be used effectively to enhance these particular methodologies.

As stated in the recommendations of the EU Schoolnet Impact Report on ICT (2007): "The key word is transformation. If the organisational and institutional context does not support new working methods, education practices will not change. Taking into account that most teachers embrace new technologies in a step by step process, systematically but slowly, any change should be supplemented by process management and connected to realistic visions".

Karen Mugliett is a Nutrition, Family and Consumer Studies/Home Economics lecturer at the Faculty of Education. She is currently carrying out doctoral studies with the University of Sheffield in ICT integration in Home Economics and utilising online communities for professional development of Home Economic teachers in ICT integration.

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