ABSTRACT
Schools internationally are making increasing use of ICTs to support teaching, learning and student assessment, and linked to this, teachers are being called upon to interpret and appraise increasing amounts of data about students’ learning (OECD, 2005). However, whilst ICTs have done much to support the more routinised aspects of record keeping, monitoring and assessment, more formative aspects of students’ learning have remained difficult to operationalise through technology, capture as data and evaluate (Scheuermann & Pedró, 2010). A recent report (Balanskat et al., 2006) covering schools across 27 EU countries confirms that their effective engagement with ICTs is patchy, with considerable differences in levels of e-maturity within and between countries. The gap between ICT investment and teachers’ actual engagement with technology has significant implications for teaching, learning and assessment as well as for schools’ strategic planning (Daly et al., 2009).
