Argyll and Bute, where there is a significant number of scattered rural primary and secondary schools, has developed distant specialist teaching through ICT and, in particular, by videoconferencing. Specialist teachers work with a number of schools using video links and e-mail to provide regular support and advice to staff and pupils. The authority has made significant investment to ensure that both primary and secondary schools are linked and have the appropriate level of technology.
Each specialist teaching `studio' comprises audio-video link hardware and software with auxiliary cameras and monitors, permitting the specialist to provide practical teaching demonstrations, provide assessment and evaluation feedback and to hold extended dialogue with those linked to the studio. Videoconferencing sessions are timetabled and provide support to pupils:
Hardware and technical support
This guide does not explore particular types of hardware or software. Decisions with regard to the phasing of hardware and the necessary building work to accommodate ICT infrastructures are a matter for local decisions. Government has made specific funding available to help local authorities and schools develop ICT capabilities. At local level, schools and authorities negotiate budgetary allocations and priorities. How the infrastructure is managed and put in place is another key decision to be taken at local level and due account will have to be taken of the experience of those who have tried different approaches, including:
Whatever the arrangement, it is clear that the pace of technological change is such that today's solution is not likely to be sustained in a few years time. Arrangements have to take account of the need to refresh systems and approaches probably within a five-year cycle and so the review of ICT and the infrastructures that support it should figure annually within the development planning procedures.
Decisions as to how hardware will be deployed are very important since these impact on the design of new schools or classroom upgrades for both class bases and specialist-subject classrooms. The options for hardware configurations are discussed in the HMI publication, ICT and Development Planning (SOEID, 1998), pp. 44-54. Thought will be given to the merits of: