Technology uptake...

The way in which computer &; peripheral technology uptake in schools has manifested throughout the years has depended on a number of issues, with a number of different layers.

Firstly at the government end, the national curriculum dictates the direction in which school must use technologies in order to meet targets, ICT initiatives and accreditation look at certain guidelines of computer technology which a school must adhere to in order to gain ICT accreditation, BECTA denotes good computer technology and guides schools as to what the best products are.

Next,the field is dominated by key multinationals, these can dictate the direction in the hardware/software they create, often due to their position in the market, they tend to play it safe in their distribution, while usually show casing "future development" experimenting with more ambitious technologies.

Smaller vendors do tend to try and offer something different to their customers, usually due to tending to the nique markets such as dyslexia, autism, learning difficulties and generally tech savy schools. Though due to the small nature of the clientèle these companies usually remain smaller and do not get the same publicity and kudos as the larger companies.

In this educational market one can take the positive opinion that the market works and functions like any other free market, where by it is dominated by the multinationals, which dictate the direction of technology push, with smaller vendors dotted in and around catering for the niques which the mass market dynamic of the multinational don't cater for. The problem is this is not a free market, where the vast majority of money spent is government money spend though the schools. In the past the government was blatant in its support for the 3 major UK based computer manufacturers to supply schools with computers offering subsidies; but now, due to the devolution of funding the power of choice is given to schools.

Schools want minimum fuss, assured, robust, tried & trusted companies and services, with "extra mile" customer services to give them peace of mind. Primary schools haven't often got the required ICT skilled staff on hand to solve potentially simple problems which may go wrong with the software or equipment, so for many schools especially in rural areas a solid; fault free system is vital.

Primary schools are influenced by both above in their purchasing of ICT equipment and software services.

Key technological issues in regards to ICT in schools below:

Technology development
Technology use development - pedagogy/software/activities etc...
Educational technology take up