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Attempts to enhance and reform education through ICTs require clear and specific objectives, guidelines and time-bound targets, the mobilization of required resources

You will be familiar with the use CD-ROMS or WWW to extend knowledge of artists or designers and locate examples of artwork. But ICT can support art and artists in more diverse ways than this......... ICT can be used to facilitate the process of developing ideas and recording that process - in effect a digital sketch book (see example) ICT can be used as a tool to transfer images from one medium to another (see example) It can be used to to promote easy experimentation with changing effects (see example) Consider ICT as a new medium giving different outcomes (see example) It can be used to manipulate images easily It also has a role in adapting artwork for different purposes for example conventional artwork may be photographed and incorporated into a multi media presentation, an on-line gallery or used to make posters to advertise an art exhibition (see example) In summary, we can use ICT toRESEARCH, CREATE, MANIPULATE and TRANSFER.      

There is a second fallacy, which is also very important, which we might call the miracle transformation fallacy -- i.e., the notion that, if we could get little green laptops into children's hands, it would miraculously transform their lives. This fallacy falls within an approach known as "media determinism," the notion that a particular media or technology will automatically have a certain effect no matter what context it is deployed in.

He found that the single strongest factor determining whether students received a positive benefit from school use of technology was the children's socioeconomic status (SES), with low-SES children tending to see test scores go down with computer use and high-SES children tending to see them go up.

Wenglinsky's data suggests that this is in part due to the differential ways computers are used by teachers of high- and low-SES students.