Curriculum purposes and ICT

The environment for learning

ICT offers teachers and pupils a different environment in which to learn. Hands-on experiences and active involvement all contribute to the motivation and enhancement of the learning experience.

Throughout the curriculum pupils require activities that are varied and imaginative and better matched to individual needs. Different learning styles in a classroom mean teachers have to find new approaches to teaching and learning but you must remember that the technology is only as good as the goals teachers set and will only achieve what they have the imagination and desire to create (Keri Facer, Nesta Futurelabs, 2005). Schools are already using ICT environments such as Successmaker, an independent learning system used for literacy and numeracy which aims to have a direct bearing on attainment levels. The SCHOLAR programme also has an impact on the way pupils learn, providing them with more flexibility and control of their learning.

The choice of learning and teaching approaches

Young people today are surrounded by technology and know how to use it. However, there is still a need for teachers to extend their competences in using technology and a variety of applications in the learning and teaching process.  

Interactive whiteboards, digital cameras and the internet are all learning resources that can make a positive impact in the classroom if used appropriately and for the right reasons. Since most children will have ICT skills and knowledge it is still important for all learners to develop information literacy skills and for teachers to effectively manage an ICT learning environment.

The ways in which learning is organised

Research highlights how ICT can be used to improve the quality of learning but as more technologies become available to learners it is important that schools look beyond their own expertise and resources to allow for a greater provision to their students.

Resources such as data-logging equipment, interfacing and digital microscopes are used for practical work with on-screen simulations offering access to a greater variety of experiments and especially those that have an element of danger. ICT has added value to specific learning situations so teachers need to be aware of when and when not to use it.

ICT can add value to a lesson and improve the quality of learning but if it is not used in the appropriate context it will have no impact at all.