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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)

digital divide may become everybit as profound as earlier forms of rigid social and educationselection.

ICT in EducationWhy Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are We Interested? What Is at Stake?Why Are W

Whether ICT willlive up to the many far-reaching educational promises beingtouted depends enormously on how it is used in practice. Itdoes not represent a technical solution to long-standingchallenges

Generally, ourcultures become increasingly technological cultures: athome, in the community, at work, and - importan

depends increasingly on how knowledge is used and howexpertise is deployed.

in education.

Globalisation offers considerable opportunities

Students can dialogue with their counterparts across theglobe. Teachers can create networks and be members ofprofessional teams drawn from far and wide, rather than feeltrapped within the boundaries of the single classroom or eventhe single school.

Can we tolerate asituation where Education might fall increasingly behind soas to become out of step with these other characteristics ofcontemporary life?

not difficult to see why ICT becomes so important inthis context. The search is on for flexible, individualisedforms of learning and accreditation suitable to the broadlifelong learning agenda, often outside institutional walls -the promise of ICT here is obvious.

there is a world of difference between the “knowledge”society and the “information” society, between knowledgeitself and information.

Putting computers in classrooms and wiring upschools does not of itself create exciting new learningsituations that are about changing the ethos of classroomsand the culture of institutions. It is on this latter point thatthe CERI case studies will focus

New sources of learning materials drawnfrom right around the world are accessible via the Internet

information may evenmake us less knowledgeable if we become overloaded bydata and instant communication.