Planning to use ICT in schools?

This paper argues that despite massive levels of investment in ICT in education there is little evidence of this having had any significant impact on educational practice to date. It argues that one approach to enhancing the impact of investments in ICT in education is to base them on clearly articulated development plans. Such plans, it is argued, need to link explicit visions about the use of ICT in learning with implementation plans. In order to support the process of developing such plans the paper discusses three questions based on the Computer Practice Framework (CPF). The CPF has been developed over the last five years to support thinking about the educational practice surrounding computer use. In the discussion of the three dimensions of the CPF a range of models of organisation of computer resources are explored. Issues relating to the management of educational change are highlighted and linked to practical constraints that impact on the implementation plan