Summary CaseStudy

Resourcing ICT Co-Ordinator Role 
An additional comment made via the online survey about the broader role of an ICT Co-ordinator in 
primary school: 
“I believe our schools should have access to fulltime IT support, outside of the school staffing 
schedule: How any teacher can fulfill the role of IT support within a staff is beyond me, unless the 
DES think it OK that a teacher can absent themselves from their class every time an IT problem 
crops up? Impossible.”
Comment by teacher outside St. Peter’s N.S. self-described as having ’33 years experience at the top of a 
classroom’. 

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PEDAGOGIC DOMAIN
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Table 1. details feedback given by teachers in an online survey which reflects sentiment towards the 
use of interactive technology in the classroom.
Every teacher that participated in the study has some access to interactive technology in their 
classroom. Their reliance on the technology varies as does their acceptance of the technologies as 
useful teaching tools. This is particularly evident in the disparity of use between whole class
instruction on IB devices and sessions using individual learning where each child has their own device. 
Interactive devices 
At St. Peter’s N.S. every teacher has a 
full interactive IB suite at their disposal 
including a laptop. They also have the 
opportunity to schedule the use of 
individual devices on a weekly basis.
Teachers who responded from outside 
of St. Peter’s N.S. have less opportunity 
to use interactive devices. One 
respondent had only a laptop at her 
disposal.
Fig. 4 shows the spread of interactive 
technology devices used outside vs. 
inside St. Peter’s N.S. school. (11 
teachers out of 18 are based outside of 
St. Peter’s N.S.) The spread of 
platforms, including mobile phone 
technology, tallies with the expectation 
that St. Peter’s school is at the upper