chapter  9
ICT and the humanities
WithMartin Ashley, Gaynor Attwood
Pages 22

By the time he was 5 years old, Giles could programme the family video. That is to say, he could set it up to record a sequence of four different programmes on three different channels during the week his family was away on holiday. This was just as well, as neither his mother nor his father had yet managed to master even the basic technique necessary to record one programme whilst they watched another. By the time he was ten years old, Giles was acting as his school’s IT consultant. Regularly, he was sent to other classes to perform ‘complex’ operations such as formatting discs. ‘Send for Giles’ became a phrase on every junior teacher’s lips when confronted with a programme that would not run, or an error message that could not be comprehended. This was again fortunate, for amongst the staff of Giles’s school could be found the junior teacher who had attempted to insert a floppy disc by removing it from its plastic cartridge, or the infant teacher who had used the printer cable as the suspension for baby Jesus’s crib because she thought it was part of the packaging.