in both GCE and GCSE, challenges faced in the implementation of the project and the recommendations made to the national curriculum developers as well as the individual schools. Key to note is that pupils refer to years 1- 6 while students refer to people in secondary schools.
A case study of 167 secondary, primary and special schools has been adopted for this Ofsted report in a span of 3 years in 2008 to 2011. Also the use of computing instruction files is both a specialty and across the wider school curriculum. The report reflects issues arising from the application of ICT in schools namely: curriculum and qualifications of Key Stage 4 and 6, staff professionalism where ICT is concerned, e- safety, application of virtual learning environments, resource availability and getting best value of the ICT application (Taylor 2001). Among the schools highlighted ICT was better adopted in primary schools as compared to their secondary counterparts with two thirds of the primary schools showing outstanding progress compared to one third of the secondary schools (Mohanty 2006). Other challenges are that few students advancing to secondary school had the basic ICT knowledge to engage in ICT business later, inadequate or complete lack of ICT infrastructure such as computer, laptops and teachers tired with the workload of students.
Schools adopting ICT were seen to have a comparative advantage over their counterparts which do not among the Key Level 4 and 6 pupils considered, it was evident that it increased their creativity levels with some embracing and arranging music using computers through the virtual learning environment (Mohanty 2006). Slow learners were seen to get fluent with use of computers almost as fast as the fast learners. Children with autism and Down’s syndrome responded dramatically well to ICT application files where the respective schools made specific modifications on the program to handle their learning experience (Meadows 2000). A positive response