Mr. Pairic Clerkin:

The IPPN views the use of ICT in primary schools as an extremely powerful vehicle for the implementation of the primary curriculum and supporting the Government’s objectives to raise attainment levels in numeracy and literacy, including digital literacy. The IPPN envisages increased opportunities for children to collaborate with other classrooms around the world through video conferencing and networking. The streaming of videos, plays, movies, animation, documentaries, concerts, presentations, speeches, webinars, podcasts, etc., can now be seamlessly and vividly incorporated into day-to-day teaching practice. ICT is an accelerator to achievement.

ICT can help to support delivery of a differentiated curriculum programme for children and especially enhance the educational experience for those with extra learning needs. Cloud computing may provide increased access to specialised expert tuition, e-books and individual learning pathways, promoting self-motivated learning. There are opportunities for the further development of web-based support and digital media to enhance the delivery of continuous professional development for teachers and school leaders.

It is essential children understand how to utilise technology to locate, select, filter and evaluate information to learn, reason, make decisions and solve problems. Collaborating and working in teams are also essential skills in our rapidly changing world. We expect the Department of Education and Skills to support schools to ensure all pupils have regular structured access to a range of ICT-related supports which will enhance their learning experiences, thereby ensuring they gain the skills necessary to succeed in the digital age in which we live.

We also expect an increased use of ICT to support creative and collaborative teaching and learning, along with the further development of differentiated learning programmes for children. Many are already being widely used to support teaching and learning of special needs children and those with learning difficulties. We expect schools will continue to have autonomy in how they utilise ICT resources in the school, be it the bring-your-own-device, BYOD, computer station in the classroom, computer room or mobile computer trolley models.

There is a need for the increased production and dissemination of high-quality interactive digital content for all age groups and in every curricular area. Teachers, nationally and internationally, are to be commended for their generous sharing of best practice and user-generated online digital resources.

However, these expectations will only be achieved if digital hardware is regularly serviced, renewed and updated. This requires ongoing funding from the Department which was been lacking to date.

The challenges facing primary schools vary from school to school as each is unique and at a particular point on the spectrum of ICT usage. Therefore, a one-size-fits-all approach is not appropriate. Every school needs high-capacity broadband as a matter of urgency. All schools need a budget to replace ageing infrastructure. Many schools need a mechanism to acquire appropriate technical support. The reality for many schools in 2015 is that they can only afford to replace IT equipment with reconditioned units, in most cases donated by industry, and do not have adequate funding to pay for the required technical and maintenance support to ensure the system is fit for purpose. Teachers and pupils must have access to computers, networks and software applications which are dependable, reliable and up to date. The lack of funding in general has led to a situation where it has become difficult for schools to plan effectively for the integration of technology. The moratorium on posts of responsibility is a serious impediment to the development of ICT curriculum leadership and expertise in schools. The NCTE has been subsumed into the PDST. While schools will receive some supports for the incorporation of ICT into the different curricular areas, will they receive adequate support in developing their ICT infrastructure?

I turn to our priorities. First, we are seeking to secure multi-annual funding. Schools must be afforded the opportunity to plan strategically, with the Government committing to provide clearly defined multi-annual grants. There must be consensus on and a commitment to short and long-term objectives in order that schools can plan and budget accordingly. All schools must have access to a consistent and reliable broadband service. The 100 Mbps broadband roll-out must extend to primary schools. There is a requirement for differentiated professional development for teachers and curriculum leaders to promote and support the integration of ICT across the curriculum. The type of support required differs from school to school. Consideration should also be given to creative ways by which the leading schools and those achieving "digital school" status can articulate and demonstrate the successful incorporation of ICT across the curriculum in their schools. Any planning around ICT usage into the future must be closely allied with appropriate SPHE content on responsibilities around and the consequences of social media use. The moratorium on posts should be removed. We need designated staff members to lead the ICT aspects of teaching and learning in schools and who need support structures to implement and sustain the incorporation of ICT into all aspects of teaching and learning.

Our criteria for success should be measured on the use of ICT as a core methodology in teaching and learning across the curriculum in all schools, with adequate funding, reliable broadband and continuous professional development tailored to the needs of individual schools. Success should also be measured by the development of ICT leadership in each curricular area in all schools or local school clusters. Success should be measured with reference to equitable access. There should be no social digital divide.