Improving ICT entitlement through a multiple capability model

The teaching of information technology (IT) in primary and secondary education has been frequently reported, for example through HMI commentaries on Inspection Findings and Ofsted inspection reports, as one the weakest subjects in schools. One of the principal weaknesses being the dominance of the handling and communicating information strands over the modelling, measuring and controlling strands; the latter being particularly pertinent to information and communication technology (ICT) within the teaching of design and technology. The main pedagogic problems facing teachers may be that IT capability has been repeatedly defined as a single capability which is described through multiple strands. This paper discusses the pedagogic problems that have arisen through a poorly articulated definition of a single capability. A multiple capability model is proposed as a redefinition of ICT capability to assist subject teachers in improving entitlement.