ABSTRACT
There is no doubt that there has been little short of what might be termed an ICT revolution in education. This revolution constitutes a major support for teaching and learning processes in schools. Hesitations in relation to a statement containing the words ‘revolution’ and ‘ICT in schools’ might be answered by reference to the (still) large numbers of teachers-in-post who can recall that pre-photocopier banda machines were once the sole means available to them of reproducing text and graphic materials for their pupils. Experienced colleagues in English departments may remember, too, that a visit to the cinema with pupils was the necessary option to provide access to a high-quality celluloid version of a Shakespeare play. Digital anything was still a fiction and the subject teacher's own collection of photographic slides or a cine-film version of an event or subject-area activity were the usual practical ways to supplement the resource banks of schools.
