Mr. Eddie Ward:

We outlined a package for schools in terms of what the grants were designed to do. They were designed to equip classrooms in the main. We were quite prescriptive in terms of digital projectors and other things that could be purchased. Schools had some discretion if there was money left over after the equipment was purchased. Equity of access to a variety of aspects of learning will always be a general issue across schools because of the socioeconomic profile of the area. The Department has invested significantly in DEIS schools recently and has poured significant additional resources into each of them. Schools enjoy tremendous discretion as to what they see as the local priorities. The Department gathers evidence on how schools deploy the investment at school level. It is a challenge. A considerable amount of money has gone to schools in recent times. It is a challenge to see how that new equipment is being used in schools. We are into the phase of examining what that take-up is.

Change is a slow process and must be mediated at a number of levels. Our strategy covers the full continuum. In respect of initial teacher education, there is a piece regarding the outcomes for newly qualified teachers. They must have a competence in the use of technology and ICT in teaching and learning. It is also a very clear part of the way CPD is delivered. We have restructured our support services internally so that ICT is a strand cutting across all delivery in terms of the Professional Development Service for Teachers, Project Maths and the new junior cycle support service, when that programme is rolled out. Much is happening. In respect of having data about how to equalise access, it is a much larger question than can be addressed by education alone. It is a significant socioeconomic challenge for the country.