Approaches to ICT Development at School Level ICT Development at School Level Applying Approach
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Applying Approach


The ICT specialist is responsible for the school’s vision of learning and ICT, with the emphasis on learning about ICT and developing the school’s facilities and resources.

Philosophy of Learning and Pedagogy

A teacher centred didactic approach concentrates on the development and transmission of ICT skills and factual knowledge. The pedagogy of ICT specialist enables the teaching and use of ICT as a separate specialist subject.

Development Plans and Policies

The ICT specialists concentrating on the acquisition of ICT facilities and resources support part of the school’s curriculum controlling the development of ICT. Responsibility for development of the ICT plan and policies is delegated to the ICT specialist. The plans and policies centralise the use and access to ICT resources, tightly managing access opportunities. Funding is provided for the acquisition of hardware and software in support for a defined part of the school’s curriculum and pedagogy. The plan seeks to automate some existing practice to increase teaching and administration efficiency and effectiveness.

Facilities and Resources

There are a number of computer laboratories or stand-alone computers in classrooms for ICT specific outcomes with available resources and access managed by the ICT specialist. A limited range of peripherals specific to the ICT curriculum are provided as well as the computers and printers. Internet access is available for a number of the computers. Software is available to teach the ICT curriculum. The applications are used within teaching contexts created by the teacher to provide clear predictable results for the students, ensuring success. The Internet and WWW is used in a controlled way with planned access to known sites to ensure predictable outcomes to lessons.

Understanding of the Curriculum

The ICT teaching will provide opportunities for students to apply their ICT literacy using teacher created and isolated contexts. The curriculum is structured to provide students with opportunities to apply their ICT literacy in other subject areas to acquire specific skills and knowledge.

Professional Development of School Staff

Skills training will be provided to support the teachers of the ICT curriculum. The training will support the use of individual software applications and learning resources. Training will concentrate on the management of the ICT emphasising personal ICT skill development. The training will tend to be just in time for a specific teaching topic or the arrival of a new piece of software. Internet based training will emphasise the identification of information and direct support for the existing curriculum in a range of subjects.


The ICT specialist will be seeking donations and grants to develop the ICT resources and facilities. The ICT skills of parents and the community will be sought in support of the specified curriculum.


Assessment allows the teacher to report the students’ level of ICT literacy and the ability to apply their learning in ICT and other subjects. The teacher shares assessments of students’ attainment with other teachers within their subject area to moderate their reporting of standards of attainment. The assessments provide the opportunity for teachers to amend their curriculum. Assessment strategies are the responsibility of individual subject areas.