ABSTRACT
The focus of this chapter is a case study of word processing at Key Stage 2. Despite the variety of experience presented by information and communications technology (ICT), word processing remains central to most children’s use of computers. It therefore follows that an understanding of the dynamics involved in this activity is the key to a teacher’s planning and implementation of purposeful work involving ICT. To assist further with planning, a photocopiable list of word processing skills is provided as the link resource for this chapter. The case study also illustrates a more general and urgent need for considered research into ICT in the classroom and it will be argued that the novelty of ICT makes the role of research in fostering good practice even more significant than it might be in other subjects. This prompts further questions not only about ICT itself, but also its impact on, and implications for the rest of the curriculum.
