In Phase 1 we found an overall pattern of
‘no significant difference’ between classes
taught with and without the use of ICT.
This corroborated the indications from
the qualitative data that although ICT
generates attention and interest, few
teachers were able to convert it into
significant improvements in learning. It
seemed that the level of interactivity of
teaching is a more important factor for
successful learning than whether ICT
is used. Indeed, it was found that in
all cases where some teachers were
observed to use a substantial amount
of dialogic interactivity, they achieved
a higher gain in attainment during
Phase 1 than colleagues using less
dialogic interactivity – in some cases,
significantly so.