Computers Teaching ICT capability number location quality ICT skills lesson plans lesson quality ICT skills enquiry skills thinking skills There is a sequence involved with developing successful ICT in schools. It starts with acquiring some computers. The things that matter are how many computers you have, where they are situated, and what they are capable of. These issues can each be a potential barrier to developing ICT. Once we have computers we will learn how to use them as teachers. The things that matter here are the teachers ICT skills and confidence is using them, plans and lesson materials to support the lesson, and lessons that are improved through using ICT. Over time, pupils will develop ICT capability through learning about ICT and learning how to use them in their subjects. The things that matter here are whether pupils have acquired ICT skills, but in addition they need to acquire other skills if they are to become thoughtful and independent users of ICT. These skills will include enquiry skills and thinking skills The development of ICT Capability is a target and requirement of the National Curriculum. However, there is little point in acquiring ICT Capability if pupils don’t get opportunities to apply these skills to their learning across all of their subjects.

Computers Teaching ICT capability Application Outcomes Attainment number location quality ICT skills lesson plans lesson quality ICT skills enquiry skills thinking skills Application Outcomes Attainment A school should seek to get the balance right between acquiring ICT capability and applying it. A development issue for most school, linked to developing professional practice, is developing the use of ICT in subjects. There are statutory targets for ICT in subjects so this s a priority for schools. The issue here are whether subject areas include the statutory ICT elements, whether the teacher knows how to use ICT effectively for teaching a subject, and whether there are planned opportunities for that use. If this use of ICT in subjects is successful we can expect pupils to produce work of a higher quality. This means that what pupils write will be of higher quality as well as how it is presented. It will be improved through opportunities to undertake research-style activities. If all obstacles in this sequence of developments have been removed the school can expect to see improved results in examinations. Schools need to check whether the investment in ICT systems can be tracked to gains in attainment. If it cannot be tracked in this way, then the obstacle in the sequence should be identified and made a priority for development. ICT in subjects teacher knowledge opportunities High quality work -content -presentation -research KS1&2 results GCSE results lifelong learning

Computers Teaching ICT capability Application Outcomes Achievement number location quality ICT skills lesson plans lesson quality ICT skills enquiry skills thinking skills Application Outcomes Achievement As well as gains in attainment, we can expect that achievement will be promoted by the effective use of ICT in schools. Where ICT is working best, we can expect learners to show they are confident, independent, empowered users of ICT who can express themselves well using this medium. ICT in subjects teacher knowledge opportunities High quality work -content -presentation -research self esteem access expression empowerment