The focus in schools is on using ICT (a) as a tool in learning and (b) to improve the quality of teaching and learning across the curriculum, guided by the ICT curriculum framework developed by the NCCA. This framework is supported by extensive digital resources on the Scoilnet website, by professional development programmes for teachers and by investment in ICT infrastructure. All post primary schools will be connected to a 100Mbps broadband service by the end of 2014, providing for improved integration of ICT in learning.
One of the Statements of Learning in the Junior Cycle reform is to ensure that all students "Use ICT effectively and ethically in learning and in life". The forthcoming Junior Cycle reform will allow for the introduction of optional school developed short courses of 100 hours duration. This will provide opportunities for schools to progress the provision of courses to enhance students' ICT skills which will be embedded in all their learning.
There is also a Transition Year option in relation to "Having Fun with Computer Programming and Games" and, under the ICT Action Plan which I launched earlier this year, this is being expanded nationally.
Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) are also significant components in the syllabuses of Technology and Design and Communication Graphics.
Some work experiences are being provided for students in our post-primary schools through the provision of places in ICT companies in Ireland so as to promote the ICT sector as a career choice.
Business and IT interests place a greater emphasis on improved uptake and performance in mathematics and the sciences in general at the post-primary level than on provision of a specialist courses in computer science.
In an extract from the Report "Key Data on Learning and Innovation through ICT at School in Europe 2011" by Eurydice (European Commission). It notes that, on page 40: "The ‘Handbook on Digital Strategies for Educational Transformation' recommends embedding the use of ICT and digital media across the whole curriculum through specific tasks in all subjects in order to develop digital fluency (European Commission/ICT Cluster 2010, p.29). Empirical research has highlighted that there is indeed a shift from teaching ICT skills in isolation towards more horizontal approaches, ‘crossing the traditional boundaries of academic subjects' and forming part of other complex skills such as collaboration and communication. (Voogt and Pelgrum 2005, p. 172)
Eurydice information on curricula and steering documents show that education policy reflects these findings. ICT is used as a general tool and/or for specific tasks across the different subjects of the curriculum in the large majority of countries."
It is this approach that is being adopted here in Ireland.
