ICT Framework Introduction
The ICT Framework offers schools a structured approach to using ICT in curriculum and assessment by identifying the types of learning with ICT (including knowledge, skills and attitudes) appropriate for students during the period of compulsory education. The ICT Framework is not a curriculum area or a syllabus. It is not presented as an add-on to teaching and learning but as a tool to help teachers to integrate ICT in teaching and learning. The Framework provides a guide to teachers for embedding ICt in curriculum and assessment across curriculum subjects. It is an enabling Framework.
The Framework is premised on the belief that ICT can add value to teaching and learning when it is used purposefully and with appropriate resources. Use of ICT Framework will vary from school to school depending on a range of school factors including access to ICT equipment and resources, teacher competence and confidence with ICT and a school's level and stage of planning for ICT in curriculum and assessment.
The ICT Framework is organised in four inter-related areas of learning with ICT at three levels of progression (lower primary to completion of the Junior Cycle). The ICT Framework is published on this website. Key components of the ICT Framework online include objectives, learning outcomes, learning opportunities and sample activities:
- objectives describe the four areas within the framework.
- learning outcomes identify the knowledge, skills and attitudes which it is expected students will be able to demonstrate for the four areas.
- learning opportunities illustrate the kinds of activities students engage in across the learning outcomes for the three levels.
- sample activities show how teachers and students are using the ICT Framework in schools.
Essentially, the ICT Framework aims to help schools to develop students' ICT literacy by promoting uses of ICT that enrich teaching and learning across the primary and junior cycle curriculum.