Acknowledgements and terminology

Many thanks go to:

All the teachers that shared their ideas and experiences with us to help provide the case study material that is an integral part of this Unit. The students, whose experiences with Information and Communications Technology (ICT) in the classroom have provided the examples in this Unit. The Learning Support Assistants who provide support on a daily basis for the visually impaired students mentioned in the Unit.

Terminology

This Unit has been written for teachers and others working in all countries within the UK. There are differences in the legislation, terminology and structure of the educational systems in Scotland, Northern Ireland, and England and Wales and we have tried to reflect these in the document. In some specific Scenarios illustrating the use of ICT by individual pupils, we have given references to a scheme which is only applicable to one country – for example, the Literacy Hour in England and Wales – because it is necessary to make sense of the story.

For fuller information on terminology relating to each country, please see the section Curriculum and Terminology in the UK. This can be found at the back of your ICTS ring binder. You may well be corresponding with colleagues working in another part of the UK, and it will always be useful to have a common understanding of the language of education.

Throughout this Unit we have endeavoured to use the preferred spellings used by Oxford University Press and Cambridge University Press, as found in the current edition of the Oxford English Dictionary.

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