The weight of evidence shows that effective use of ICT can support both literacy and more personalised learning. This is reflected in Christine Gilbert's 2020 Vision: Report of the Teaching and Learning in 2020 Review Group (published January 2007). Use of ICT has the potential to broaden the range of learning resources, increase the pace of lessons and feedback, promote home-school links and support better collaborative learning.
In the past five years there have been 10 in-depth studies which have assessed the use of information and communications technology (ICT) in schools to support children with literacy and personalised learning. We will place copies in the House of Lords Library. These are:
Evaluation of the Primary Schools Whiteboard Expansion Project (Somekh et al, not yet published);
The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion Project: London Challenge (Moss et al 2007);
Embedding ICT in the Literacy and Numeracy Strategies (Higgins et al 2005);
Becta E-Learning in Schools Survey (Kitchen et al, not yet published);
The Impact of Broadband in Schools (Underwood et al 2005);
An Investigation of Personalised Learning: Approaches used by Schools (Sebba et al 2007);
Impact 2007: Personalising Learning with Technology (Underwood et al, not yet published);
Evaluation of the ICT Test Bed Project: Final Report (Somekh et al, not yet published);
Children and Young People's Home Use of ICT for Educational Purposes: The Impact on Attainment at Key Stages 1-4 (Valentine et al, 2005); and
ImpaCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment (Harrison et al, 2002).