ABSTRACT
The co-ordinator in an ICT-capable school will have a high level of understanding of the basic ICT concepts and good higher order skills, although they will not need the depth of technical knowledge that a specialist ICT teacher should have. Perhaps most important is the understanding of how pupils learn about, with and through ICT, together with an ability to work with colleagues who may have very different teaching styles. The focus on pupil learning should drive the co-ordination of teaching, curriculum and resources, and should form the basis of advice to senior management on policy-resource development. Indeed, the job description for an ICT co-ordinator could take the form ‘I am here to help children learn. This is how I do it: . . .’ (Hughes 1999: 132).
