In recent years there have been numerous surveys designed to give information on the extent to which schools are developing the capacity to integrate ICT into learning, teaching and management processes.The evidence gathered has shown a steady increase in the number of computers and other technologies over time, with most schools achieving the baseline targets for computer-to-pupil ratios.This finding, to a degree, masks considerable variation within and across schools with regard to regular access to reliable technologies and broadband connectivity.Evidence of the impact on learning and teaching indicates that, where the use of ICT is most effective in enhancing the learning experience, teachers have been able to integrate a number of technologies such as laptops, interactive whiteboards and the internet.Such combinations of hardware, software and connectivity allow them to develop innovative approaches to learning and teaching.A critical factor in the effective use of ICT is the existence of a school-level e-strategy that addresses future development and sustainability and includes some means of monitoring progress against identified milestones.While innovations often begin within a key stage or subject department, they require a whole-school commitment if they are to become embedded in the daily experience of pupils, providing continuity and coherence across the years.While champions can, and often do, lead the way, new developments need leadership and strategic planning to ensure sustained changes in practice.Teachers' confidence and skills levels have improved significantly in recent years, in part due Executive
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