Suggests that there is little evidence that the inclusion of electronic information technologies in NZ schools has made any impact on student achievement levels, and that schools are struggling not only to justify and maintain their ICT investment, but also to identify a clear place for it within the curriculum. In this context, examines arguments surrounding the effectiveness of ICT use in the school curriculum, and argues that in order to assess its benefits, an alternative view relating to how such benefit is measured needs to be adopted.
|Number of pages||4|
|Journal||Computers in New Zealand Schools: Learning, teaching and technology|
|Publication status||Published - 2003|