The government paper Fulfilling The Potential gives a good starting point for understanding the basic tenets which underpin current thinking on ICT in education:

‘Working through the Government's primary and secondary education strategies, and the workforce remodelling agenda, our aims for the next stage of development will therefore be to ensure that for all schools:

ICT makes a significant contribution to teaching and learning across all subjects and ages, inside and outside the curriculum;

ICT is used to improve access to learning for pupils with a diverse range of individual needs, including those with SEN and disabilities;

ICT is used as a tool for whole-school improvement;

ICT is used as a means of enabling learning to take place more easily beyond the bounds of the formal school organisation and outside the school day — and of enhancing the quality of such experiences; and

ICT capabilities are developed as key skills essential for participation in today's society and economy.’1