ABSTRACT
After some twenty years of deployment in schools, computers still do not play a significant role in the teaching strategies employed by the majority of science teachers. This statement is, of course, also true of most other curriculum subjects as we enter the new millennium. Cox and Johnson (1993: 15) concluded from their ImpacT research that ‘the majority of school pupils are not yet provided with opportunities to take full advantage of the potential of the full range of software, a substantial amount of which is currently available in the school or the LEA’. The Stevenson Report (1998: 6) concluded that ‘the state of ICT in our schools is primitive and not improving’.
