ABSTRACT
Despite the claimed potential of, and massive investment in, ICT in education, it seems to have made little impact in schools. Trend et al. (1999) referred to this as a ‘reality rhetoric gap’. In 2012, a study commissioned by Nesta ‘to analyse the use of technologies for learning around the world and draw out lessons for innovation in the UK education systems’ (Luckin et al. 2012: 6) found that ‘evidence of digital technologies producing real transformation in learning and teaching remains elusive’ (Luckin et al. 2012: 8). Indeed, in January 2012, the English Minister of Education declared that ‘ICT in schools is a mess’ (Gove 2012).
