Mr. Eddie Ward:

I thank the committee for the opportunity to talk today about digital literacy. I head the ICT policy unit in the Department, which deals with teaching in schools. It works closely with the teacher education section of the Department. I am accompanied by Mr. Pádraig Mac Fhlannchadha, an assistant chief inspector in the Department. He is responsible for the literacy and numeracy strategy and junior cycle reform. I am also accompanied by Ms Anne O'Mahony, who works in the qualifications, curriculum and assessment section of the Department, Dr. Jude Cosgrave, a researcher in the Education Research Centre who looks after the Irish input into the OECD's Programme for International Student Assessment, PISA, and Mr. Seán Gallagher, who works in Professional Development Service for Teachers, PDST. Mr. Gallagher is responsible for continuous professional development in the use of ICT for teaching and learning in schools. The PDST now includes the former National Centre for Technology and Education.

Digital technologies now form part of everyday life and are used in the way we work, rest and play. They are also increasingly part of the way we approach teaching and learning. Education leaders, teachers and students are actively exploring the many opportunities and challenges that such technologies present.

Traditionally, we have thought about literacy as comprising the skills of reading and writing but today our understanding of it encompasses much more. It includes the capacity to read, understand and critically appreciate various forms of communication, including spoken language, printed text, broadcast media and digital media. Using digital technologies requires new skills in the management, presentation, analysis and interpretation of data and information. It is a key concern of the Government and Department that young people have mastery of the skills necessary to function in a society that is increasingly technology driven.

The focus on digital literacy in the Department is evident in a number of key strategies, the first being the national literacy and numeracy strategy. The second is recently published junior cycle reform framework. There is an ongoing programme for supporting ICT in schools.

The literacy and numeracy strategy has clear actions and targets aimed at improving literacy outcomes among primary and post-primary students. The actions focus on supporting parents and communities in promoting children's literacy and numeracy, the development of teacher skills, improving the curriculum and learning experience at both primary and post-primary levels, and improving the use of assessment and evaluation. The strategy covers the full continuum of education, that is, from initial teacher education and induction to continuous professional development. The aim is to ensure that all teachers in the system have a better understanding of the current strategies and methodologies in digital literacy and how ICT can best be used to better support and enrich learning in schools.

The recently published framework for the new junior cycle was launched in October and it will be implemented on a phased basis, commencing next year.

The learning outcomes we want students to achieve in post-primary school are described in 24 statements of learning. Digital literacy is referenced in three of those statements. The new junior cycle also provides for the teaching of short courses within schools. Schools have discretion in the selection of the short courses under the guidance of the templates issued by the National Council for Curriculum and Assessment. The council is preparing a course in digital literacy which will cover topics such as information literacy, personal safety online, digital storytelling and online privacy. Under the ICT programme for schools, the Department has made significant investments over recent years to promote the use of ICT in teaching and learning. These have included significant grants. Over €90 million has been paid to schools for the purchase of equipment for classrooms. Each year, some 12,000 continuous professional development spaces are made available for teachers. Increasingly, quality broadband for schools is being rolled out. By the end of 2014, all post-primary schools will have access to broadband of 100 MB, which represents a top-quality connection in today's environment.

There has been significant investment in digital content. There is a dedicated website, Scoilnet, that provides access to quality-proofed teaching and learning resources. These are available to both teachers and students.

Early indications from the rolling out of broadband of 100 MB is that there is a high take-up and much interest among schools. This is very positive from the Department's perspective.

The Department monitors progress in digital literacy through the work of the inspectorate, special surveys on the use of ICT in schools and international studies such as the OECD's PISA and Eurydice. There is evidence that the increased investment in recent years has shown positive results in terms of school equipment, competence levels of teachers and the learning outcomes of students. For example, Irish students' ability to read computer-based texts such as e-mails and websites is significantly above the average among 19 OECD countries according to one of the most recent OECD PISA reports. Last year's Eurydice report shows that the student-computer ratio in Ireland compares favourably with that in Europe.

With a view to looking to the future, we are working on a new ICT plan for schools. The plan will take account of the progress we have made to date. The census exercise will be under way in that regard shortly. From it, we will have some insight into what is happening in schools and their needs. We will also take account of the emergence of new technologies and devices. The plan will have regard to international standards and best practice. We hope to have this strategy completed by the end of the year.

My colleagues and I will be happy to answer questions of members.