Summary CaseStudy

RESULTS 
The case study findings are discussed across the three key domains identified at the outset: 
administrative, pedagogic and cognitive. 
ADMINISTRATIVE DOMAIN 
According to ICT in Schools Inspectorate Evaluation published by Dept of Education (2008) the 
student-computer ratio (SCR) in Irish primary schools is 9.1:1. OECD (2015) also suggest in that 
countries that have taken the lead in the provision of ICT in schools are achieving an SCR of 5:1. 
OECD (2015) note there is a gendered difference in the age at which boys and girls begin to use 
computers. Ireland Ireland ranks above the OECD average on a scale which measures early exposure 
to computers (before age 6) noting also gender differences. IT appears Ireland ranks third behind 
Japan (no discernible gender gap) and New Zealand (small gap in favour of boys). Gender differences 
are attributed not to material constraints or socio-economic status but rather student interests and 
family and educators’ notions about what is suitable for girls and boys. They flag potentially far-
reaching consequences of restrictions on access to computers as undermining confidence and 
competency. 
Dept of Education (2008) notes that there appears to be better utilisation of computing equipment 
when it is deployed into classrooms rather than in a separate computer room or lab.
St. Peter’s N.S. having invested significantly in individual computing devices for their school: 3 laptop 
trolleys (20 laptops each) and two iPad trolleys (20 iPads each) available for use in each classroom, 
not in a separate computer lab. If we assume that an iPad is a valid ‘computer’ for comparison, not 
unreasonable given students are unlikely to be proficient in keyboard use, the school has a current 
student-computer ratio of 4.6:1. 
Interactive digital devices in use at St. Peter’s N.S. were catalogued. (See Appendix D for further 
descriptions).