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Tharp, Estrada, Dalton, and Yamauchi (2000) propose the Five Standards for Effective Pedagogy as critical for improving learning outcomes for all students, and especially those of diverse ethnic, cultural, linguistic, or economic backgrounds. The Five Standards are: * Standard I - Teachers and Students Producing Together Facilitate learning through joint productive activity among teacher and students. * Standard II - Developing Language and Literacy Across the Curriculum Develop competence in the language and literacy of instruction across the curriculum. * Standard III - Making Meaning; Connecting School to Students' Lives Contextualize teaching and curriculum in the experiences and skills of students' homes and communities. * Standard IV - Teaching Complex Thinking Challenge students toward cognitive complexity. * Standard V - Teaching Through Conversation Engage students through dialogue, especially the Instructional Conversation. These standards are discussed extensively in Teaching Transformed: Achieving Excel

# At first glance, content issues related to ICT use in education might seem to some to be of minor importance. After all, access to the Internet (to cite one example) means access to an entire world of educational resources. Access to the Internet provides access to seemingly endless sets of educational resources -- and indeed it does. However, experience shows that there is a dearth of educational resources in a format that makes them easily accessible and relevant to most teachers and learners in LDCs, especially as they relate to a given country's current curriculum. # Experience tells us that, unless electronic educational resources are directly related to the curriculum, and to the assessment methods used to evaluate educational outcomes (especially standardized testing), lack of appropriate and relevant educational content is actually an important barrier to ICT use in schools.

The primary goal in the Lower School computer classes is to help the students become technologically literate. This is achieved by exposing students to a wide variety of hands-on computer experiences which includes programming, simulations, information gathering, and working with applications and subject area software. By providing a broad range of computer experiences, we help students understand how computers can facilitate learning in all subject areas.