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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)

Texting, web-surfing, and iPods are just new versions of passing notes in class, reading novels under the desk, and surreptitiously listening to Walkmans. They are not the problem. They are just the new forms in which we see it. Fortunately, they allow us to see the problem in a new way, and more clearly than ever, if we are willing to pay attention to what they are really saying.

In short, they tell us that our walls no longer mark the boundaries of our classrooms.

We just have to stop pretending that the walls separate us from the world, and begin working with students in the pursuit of answers to real and relevant questions.

Raise other questions for students to explore in the future;

Help students to make sense of further activities and experiences which have been planned for them.

Provide students with the opportunity to process the information they have gathered and present this in a number of ways; and

Allow for a diverse range of outcomes.

Provide more information in order to broaden the range of understandings available to the students.

Help students draw conclusions about what they have learnt; and Provide opportunities for reflection both on what has been learnt and on the learning process itself.

Assist students to make links between their understanding and their experience in the real world; Enable students to make choices and develop the belief that they can be effective participants in society; and Provide further insight into students' understandings for future unit planning.

It is important to remember that computer code is written in “languages” and language is a tool.

The old model of learning—the sage on the stage—is being challenged by cooperative forms of co-learning in which teachers act as facilitators and students use the tools available, from search engines to smartphones, to learn collaboratively, with teachers acting as facilitators

The whole notion of meta-cognition, of treating attention as a trainable aspect of everyday thought, is a potential new discipline

He is developing tools for “knowledge design” that both help individuals capture and manipulate what they know, but that also help connect individual intelligence to different models and sources of knowledge.