There is no shortage of research into ICT and teaching and learning. There has been continued in identifying an impact on learning. The Impact Report was carried out by a team at Kings College (Ed Watson 1993) and the case studies give a very good and readable picture of the range and scope of computers at the time. More broadly overviews of practice were provided by Underwood and Underwood (1990) and Underwood (1994). The early use of interactive video in schools generated several papers and a review by Norris, Davies, and Beattie (1990). One early influential document was IT Works (NCET 1994a) – an attempt to bring together the existing literature and try to identify what is was about computers that might support achievement. Again associated with NCET were important studies on ILS (NCET 1994b) and on interactive media (NCET 1994c).

Important Becta studies have included the ImpaCT2 and Test Bed reports including access to Harrison et al (2002); Somekh and Underwood (2006). There are Becta supported discussions on the thorny issue of computers and attainment (eg Underwood 2009).

Ofsted have provided several useful reports on the use of ICT too including Ofsted (2001, 2004) and the more recent the Importance of ICT (Ofsted 2009) which has topical interest.

In academic studies various frameworks for evaluating ICT have been proposed. Some 'paradigms' within which research has taken place include:

• an early focus on the interaction of learner
  
• the triad of learner, computer and teacher, for example Squires and McDougall (1994), arguably the conversation framework offered by Laurilard (date).
  
• activity theory with its focus on the wider context in which, in our case, ICT is used. Here activity is mediated not only by tools but by communities and rules
  

At a recent CAL conference there was much discussion over the historic links between ICT research and psychology of learning. Some seemed to be putting forward a more sociological perspective. In this respect Johannesen and Habibb's (2010) recent study is interesting.

What specific examples of research by Becta as useful not useful how should it be categories grey academic –if you go to www.dera.ioe@ac.uk

References

Becta (2007) ImpaCT2, Coventry, Becta,

Engeström, Y., Miettinen, R., Punamäki, R. (Eds). (1999) Perspectives on Activity Theory, New York, Cambridge University Press.

Johannesen, M. and Habibb, L. (2010) The role of professional identity in patterns of use of multiple-choice assessment tools, Technology, Pedagogy and Education, 19, 1, 93-109.

Laurillard, D. M. (1993) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, Routledge, London

NCET (1994a) IT Works, Coventry, NCET.

NCET (1994b) Integrated Learning Systems: A report of the pilot evaluation of ILS in the UK, Coventry: NCET.

Ofsted (2001) ICT in Schools: The Impact of Government Initiatives: An Interim Report, London, Ofsted

Somekh, B. (2000) New Technology and Learning: Policy and Practice in the UK, 1980– 2010, Education and Information Technologies, 5, 1, 19 -37.

Somekh, B., J. Underwood, et al. (2007) Final Report of the Evaluation of the ICT Test Bed Project. Coventry, Becta.

Ofsted (2004) ICT in Schools: The impact of government initiatives five years on, London, Ofsted.

Underwood, J. (Ed) (1994) Computer Based Learning: Potential into practice, London, David Fulton.

NCET (1994c) Teaching and Learning with Interactive Media , Coventry, NCET.

Becta (2003) ICT Test Bed Evaluation, Coventry, Becta,

Ofsted (2009) The importance of ICT: information and communication technology in primary and secondary schools, 2005/2008, London, Ofsted.

Underwood, J. (2009) The Impact of Digital Technology: A review of the evidence of the impact of digital technologies on formal education. Coventry: Becta

Please note that Becta publications can be accessed at: http://www.ioe.ac.uk/services/49060.html and the publications around teacher CPD can be accessed at: http://www.itte.org.uk/node/452