ICT in Schools is an evaluation report prepared by the Department's Inspectorate. Based on case studies of over fifty schools, inspections in over 180 schools and survey evidence from almost 1400 teachers, over 900 principals and over 900 students, ICT in Schools is the first major study of the impact that ICT is having on teaching and learning in Irish primary and post-primary schools.

The report notes that significant improvements that have taken place in reducing the student-to-computer ratio since the commencement of specific ICT funding initiatives for schools.

The evaluation found that in the main, schools make effective use of ICT grants provided by the Department to develop their ICT systems. It also shows that most schools have an ICT plan and an acceptable-use policy (AUP) in place.

The report also indicates that the majority of teachers use ICT in lesson planning and preparation and acknowledges that large numbers of teachers have participated in continuing professional development courses in ICT.

However, the Inspectorate's evaluation recorded limited integration of ICT in the classroom at primary level. The evaluation found that the use of ICT in primary schools is currently focused on developing students' numeracy, reading and writing skills, and that it is also used in the teaching of Social, Environmental and Scientific Education (History, Geography and Science).

At post-primary level, the inspectors found that ICT impacts predominantly on the development of students' research and investigation skills, as well as their writing and presentation skills. The highest levels of integration of ICT were found in the science and applied science subjects, in Mathematics and in subject such as History, Geography, Music and Art, Craft and Design. It is also used in Transition Year and in the Leaving Certificate Applied (LCA) and Leaving Certificate Vocational Programme (LCVP).

The inspectors report that ICT is widely used by schools at both primary and post-primary levels to support students with Special Educational Needs, more often by special needs teachers than in mainstream classes.

The inspectors recommend wider use of ICT across the curriculum. For example, they note the lack of ICT usage in the teaching of Irish despite the availability of resources in the language.

In post-primary schools, limited use is made of ICT for developing higher-order thinking skills in students, as well as creative skills, social skills, independent working skills and communication skills.

The inspectors note the challenges that lie ahead to improve students' learning experiences by extending the use and frequency of use of ICT by students and teachers at all levels.

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