Why teach with ICT?
The benefits and advantages are many. Take a look at the key reasons for making greater use of ICT and multimedia resources in the classroom, backed up by some compelling research
 See inspiring video case studies here
- Because the future is here
ICT is the learning and teaching tool of the 21st century. By teaching pupils using ICT, you're not only helping them learn better; you're preparing them for a workplace – a world – already dominated by the computer. This is today's technology, not tomorrow's.
- Because pupils love it!
Incorporating ICT and multimedia resources into your lessons is a great way to reach your pupils – using technologies, devices and applications that they already love to use in the rest of their lives.
- Because it helps develop teaching professionals too
Teaching using ICT offers you the chance to inject new passion into your subject, to adopt fresh approaches to familiar material, and to develop new skills to expand your own career potential.
- Because it saves time and energy
According to the 2003 ICT in School survey, the majority of Government-funded schools report that ICT 'helps reduce teacher workload in terms of lesson preparation, planning and assessment'.
- Oh! And because it's fun…
A major DfES study of the impact of ICT on educational attainment in England has found that 'ICT has been found to be positively associated with improvement in subject-based learning in several areas'.
High ICT use – in or out of school – is credited with several statistically significant improvements. For instance:
- in English at KS2, high ICT users outperform low ICT users in National Tests by an average of 3.12 marks
- in Science at KS4, high ICT users outperform low ICT users by an average of 0.56 of a GCSE grade
- in Design & Technology at KS4, high ICT users outperform low ICT users by an average of 0.41 of a GCSE grade
Source:
These figures come from ImpaCT2 study, DfES, 2002.
Download a summary of the Impact 2 report here (available in 3 parts):
This summary reports on the key findings from Strand 1.
This summary reports primarily on the outcomes of Strand 2.
This summary reports primarily on the outcomes of Strand 3.
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