Technical information

It has been estimated that less than 20% of the true cost of ICT in business lies in the

equipment and software. Training, upkeep and maintenance, or costs arising from

downtime, account for the rest. ICT equipment is expensive and becomes out of date

much sooner than most other items of equipment. It is therefore important that it is in

use for as much time as possible, allowing the maximum number of staff and students

to benefit.

ICT systems must be supported with appropriate allocations of money for manage-

ment, training and on-going support for all users. In particular, resources are required

for science technicians, who have a pivotal role in providing support for teachers and,

where appropriate, pupils in ICT matters.

16.3.2 Education Authority support

Local management in schools has tended to increase the diversity of ICT systems

purchased by different schools within an authority. However, many LEAs provide

centralised support for ICT. At a minimum, there might be, for example, access to an

LEA-managed Intranet (private web site). There may also be specialist advisers for

ICT and/or science. Favourable terms may have been negotiated with particular supp-

liers of ICT resources. There may be centralised training and professional develop-

ment for staff, based on particular systems. Science ICT coordinators should check the

support and advice offered by an education authority before making any far-reaching

decisions.

At a national level, the government offers various schemes to support ICT in schools

16.3.3 Supporting and training staff

Science staff can vary enormously in the range of ICT skills they possess and the conf-

idence to use ICT. Some are reluctant even to turn on a computer, let alone move the

mouse. Others are keen to probe the innermost depths of a computer’s circuit boards

and write their own sophisticated programs. There is sometimes little transfer of ICT

skills between these two extremes!

Science ICT coordinators should ensure that all staff (technicians, teaching assistants

and teachers) have easy access to appropriate facilities and that they acquire appro-

priate skills to operate systems to support them in their work. ICT training, whether

external or in-house, should form a clear part of the science department development

plan. Well-managed and operated ICT systems within a department provide a reward-

ing opportunity for professional development and teamwork. A school’s IT department

may be able to provide support for science staff.

Specialised third-party training is useful when new systems or software are purchased

(eg, datalogger manufacturers will often offer a day course when their equipment is

sold to schools). However, many staff find that uninterrupted time to work through

instructions, tutorials or manuals supplied with the equipment is the most effective

way of learning. Once some staff have familiarised themselves with a new system,

they may be able to deliver in-service training to others. Time is the crucial commod-

ity and should be reflected in timetabling and plans for training days.

16.4 Applications of ICT

Before any hardware or software is purchased, it is important to establish exactly

what it will be used for. Some examples are given below.

Refer to the National Grid for Learning: www.ngfl.gov.uk; www.ngfl-cymru.org.uk; Northern Ireland Network for Education: