ABSTRACT
The teaching methods in twenty-first-century classrooms where ICT is integrated across the curriculun~ are considerably different to those used in the nineteenth century. In other schools, the difference is barely noticeable. Practice in teaching and learning in UK schools is changing radically in those schools which have leaders and leading teachers who have embraced the opportunities offered to learners and teachers by ICT. But the gap between these innovative schools and schools which see ICT as just an add-on to the curriculum and the province of an expert few is unacceptably wide. All children are entitled to leave school fully equipped to use ICT in their work and in their leisure and to achieve this, schools need to ensure pupils develop appropriate problem-solving capabilities and are familiar with the wide variety of ICT tools and how they can be used.
