ABSTRACT
Management of limited Information and Communication Technologies (ICT) resources so that all pupils are treated equally requires careful planning. Using ICT in the classroom does not ensure that the most effective learning takes place; so many other factors come into play. Clearly identifying the skills and knowledge base of pupils is a necessary prerequisite to using ICT in the classroom. Active learning plays a central role in most lesson plans that integrate ICT, where the approach to lesson planning is underpinned by activity learning theory as opposed to acquisition learning theory. Those whose view of teaching is that the pupils passively receive knowledge from the teacher have a limited view of how technology enhanced learning can be used in the classroom. As research has been done into how digital technologies can benefit education, a priority has become developing ways in which the technology could support teachers in their administration, including planning, monitoring pupil achievement and record keeping.
