ABSTRACT
This chapter begins by considering how ICT capability has developed through successive National Curriculum orders over the last decade. From our analysis of the curriculum and our observations of classroom ICT activities, we identify five distinct components of ICT capability: basic skills or routines; techniques; underpinning concepts; processes; and higher order skills and knowledge – in particular metacognitive skills and metacognitive knowledge. We then consider how classroom practices might support the development of each of these components within the ICT-capable school.
