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Section 2: Planning and Implications for Managers

Monitoring and evaluating

Where the commitment to using ICT and developing ICT capability is strong, a school will put agreed monitoring and evaluation procedures in place to check on the quality of learning

and teaching and to ensure continuous improvement. In most schools these procedures already exist for most aspects of the curriculum, and management and the incorporation of ICT-specific elements should be straightforward. However, several aspects require particular focus.

  • Cross-curricular approaches in secondary schools and the use of ICT in subject areas to develop          ICT-specific skills require careful consideration and shared understanding between staff. Monitoring          and evaluation procedures require thoughtful structuring within an ICT development plan.
  • The audit process described earlier in this guide requires thorough application.
  • At school, department and class level, consideration should at least be given to:
             - pupil attainment
             - coverage of the strands outlined in the national guidelines
             - assimilation of ICT into the elements of the wider 5-14 programme
             - standards and quality of learning and teaching
             - hardware and software review
             - staff development requirements.
  • There should be regular updates of policy in the light of review and technological development.
  • Consideration should be given to reporting development progress and standards, for example by          means of obtained a slot in the school standards and quality report.
    OHT master


    • Classroom and department management

    This guide highlights strategic and long-term planning implications for implementation of the national guidelines on ICT 5-14 and the creation of an ICT learning and teaching environment. However, it is in the classroom that the strategy has to be put into effect and it is in the complex interactions of teachers and

    ...it is in the classroom that the strategy has to be put into effect and it is in the complex interactions of teachers and pupils that national, local and school plans will succeed or fail.

    pupils that national, local and school plans will succeed or fail.

    While most staff see the importance and usefulness of ICT as part of learning and teaching and in preparing young people for life, many are still concerned about their own personal competence in ICT to deliver the necessary

    teaching and learning environment. We are still in the early stages of change with regard to the very fast moving world of information and communications technology.

    The class teacher will depend on management to ensure that the necessary hardware, support, training and infrastructure requirements are put in place. However, the class teacher has specific responsibilities within the planning process fundamental to the success of any school initiative. The importance of the teacher's input to the formation and implementation of the school development plan is vital to its success.

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