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What the research tells usResearch indicates that to implement ICT successfully in their classrooms teachers must ...understand what visual literacy is and rethink what learning to read and write means in the 21st century. (Goodwyn et al 1997; Reid et al, 2002) The research also indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work (Dickinson, 1998). English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. (Becta, 2006). ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology. For example:while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. (Lewisham ICT Training for Teachers,2006)To implement ICT successfully in their classrooms teachers also need to:identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999)understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005)

ICT is also transforming pedagogy by providing new ways to engage learners.

Ultimately, Sadler said, he hopes teachers will be able to use the tests to help design lessons that change students’ incorrect ideas and help them learn science more quickly and easily.

One of the reasons for this is that teachers can be unaware of what is going on in their students’ heads, even though they may have had exactly the same ideas when they were students themselves. Knowledge of student misconceptions is a critical tool for science teachers

It ain’t what they don’t know that gives them trouble, it’s what they know that ain’t so