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1. Introduction 'It is all too easy for computers to be seen as a learning resource in the classroom, or solution for children with problems, without clear objectives being planned as to precisely how they will facilitate the children's learning' (Clark, 1994)
The ability to use ICT [*] effectively and appropriately is now seen as essential to allow learners to acquire and exploit information within every sphere of human activity. It can be assumed that specific forms of ICT will change with time. However, the need to be able to evaluate and use ICT purposefully will remain the key to full participation in an information society. The school curriculum already reflects the perceived value and importance of developing ICT literacy and, indeed, information literacy in all pupils. For example, in the 5-14 Development Programme, IT is integrated into the curriculum. This emphasis is followed through in the proposals for the requirements of Higher Still where Information Technology is identified as one of the core skills areas and, as such, the option for assessment and certification of achievement will be available. There is also a complementary move towards using, for example, multi-media packages in staff development for teachers. Changes in the perception of what constitutes a 'learning environment' have been highlighted in a number of recent developments which seek to exploit the potential of ICT, in particular the National Grid for Learning (NGfL) (DfEE, 1997). The NGfL concept of networked access and shared provision of educational resources utilising Internet and World Wide Web (WWW) technology in schools, Further and Higher Education and libraries encourages these sectors to think strategically about the development and exploitation of a networked environment. There has been much discussion about the concept of the Virtual University. Existing Universities such as Open University offer courses/degree programmes via the Internet (Open University, 1998), and others have proposals for a more complete fulfilment of the title 'Virtual University' (Western Governors University, 1998, Blumenstyk, 1998). In Scotland the University of ther Highlands and Islands will be heavily reliant on electrnic networking to deliver its teaching. Likewise, others look at the elements which would provide a virtual college (Chidwick, 1994) or explore the potential opportunities provided by a virtual classroom (Tiffin & Rajasingham, 1995). Schools have in the past seen many initiatives to encourage greater use of technologies, sometimes locally driven, sometimes nationally driven (Ewing et al, 1997, Northern College, 1997, Telematics Applications Programme, 1998, School Libraries of the Future, 1998). The take-up from these projects and schemes has varied but has, nevertheless, served to provide an appropriate starting point for many schools and teachers. The latest figures available (Scottish Office, 1998) indicate that some 60% of Scottish secondary schools and 11% of primary schools had access to the Internet in 1996/7. All schools have some form of computing power albeit relatively limited (low level or out-of-date) in some cases. In recent years there has undoubtedly been an increase in the availability of computer hardware and software in schools, often as a result of specific government funded initiatives, sometimes as a result of school and PTA efforts to raise funds for computer-related resources. It is also increasingly clear that having access to the technology does not mean that it will automatically be integrated as a resource into day-to-day teaching with any great effect. As acknowledged by Ofsted's inspection findings in the area of information technology: "By itself, a favourable pupil-to-microcomputer ratio does not necessarily assure consistently high-quality work with IT..." (Ofsted, 1995). This may be partly due to a piecemeal approach which has not encouraged coherent policies or planning to take place. However, it is also evident that much of the problem of lack of meaningful integration may be the result of lack of awareness or lack of confidence on the part of teachers. Successful integration into the curriculum depends on teachers being convinced of the relevance of ICT as a means of providing access to a richer range of resources for themselves and pupils. The emphasis must be on using appropriate technologies to enhance and support effective learning. Indeed guidelines for Initial Teacher Education (ITE) in Scotland (SOED, 1993 - currently being revised) require teachers to be able to select and utilise information technology in a useful manner. Teachers, it is agreed, need to be able to exploit modern information sources for themselves as continuing 'learners' even when they are teachers. However, the potential impact of informed and effective use of ICT as a classroom resource has far wider implications than the broadening of the immediate learning experience, important though that may be. Teachers, along with school librarians, are the gateways to the early development of the skills required to exploit and critically appraise information (Best et al, 1990, Wilson, 1997). Recent research such as that conducted amongst managers in UK, US, Hong Kong, and Australia indicates the consequences of lack of such skills: 70% of managers suffer from stress at some time due to information overload and 35% say that they waste considerable time searching for the right information (Reuters Business Information, 1996). By demonstrating confident and meaningful use of ICT within different subject areas, teachers have the capacity not only to enhance the richness of the learning experience but also encourage the development of information literacy in their own students. It is with this dual role in mind that this project has sought to identify the needs of teachers in relation to ICT knowledge and skills. An understanding of teachers' ICT skills and knowledge needs is urgently required given the drive to equip every school with Internet access by 2002 (Department for Education and Employment, 1997); plans for the development of networked access to resources for teachers, managers, and pupils through strategies such as the NGfL being discussed nationally; examples of such a strategy already appearing in the form of Virtual Teacher Centres (NGfL, 1998); and funding for training becoming available for teachers and librarians (for example, through the People's Lottery ( Secretary of State for Culture, Media and Sport, 1997)). It is timely to ask:
This report presents the findings of a recent survey and a series of in-depth discussions with teachers, senior managers, and education authorities (EA) across Scotland. It presents teachers' perceptions of the current stage of development in their schools, their needs and priorities for further development, and their views of the factors which help or hinder them in their attempts to make effective use of ICT. The report
and examines the outcomes in relation to
Note * For the purposes of this study ICT is defined as any computer-based resources, networked and stand alone, including both hardware and software, currently available as teaching and learning resources. Thus examples would include tailored multimedia teaching packages; information sources such as the Internet and WWW; data management tools such as word-processing software or spreadsheets.
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