# Northern Ireland's 50-year journey in relevant inclusive digital education: A professional view of the sustained vision

John Anderson

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John Anderson. Northern Ireland's 50-year journey in relevant inclusive digital education: A professional view of the sustained vision. IFIP. 2025. hal-05206693

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IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’

# Northern Ireland's 50-year journey in relevant inclusive digital education

*A professional view of the sustained vision*

John Anderson

Visiting Professor, Ulster University, UK
Independent Chair (ENni) Innovation Forum, Northern Ireland

August 2025
## About the author

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Formerly a teacher, lecturer in education, a director in the Microelectronics Education Programme and the Education Technology Strategy Coordinator for Northern Ireland's schools, John Anderson is now Visiting Professor of Education at Ulster University and the Independent Chair of the Northern Ireland Education Network's Innovation Forum, which promotes and evaluates innovative practices in the use of digital technologies in schools. He provides consultancy and is a member of the NI Education Information Solutions Programme Board. He is a council member of the Council for Curriculum, Examinations and Assessment and a non-executive director of the Controlled Schools Support Council. John retired recently after 35 years in the Education and Training Inspectorate in Northern Ireland, with experience in all school sectors and wider educational settings, including further and higher education, as well in corporate development.
# Contents

<table><tr><td>Abstract</td><td>4</td></tr><tr><td>1. Introduction: a distinctive trajectory in digital education</td><td>4</td></tr><tr><td>2. The contemporary landscape: The Education Information Solutions (EdIS) Programme and the Innovation Forum</td><td>5</td></tr><tr><td>3. Recurrent challenges: misconceptions and mistakes</td><td>6</td></tr><tr><td>4. Comparative exemplars: consistency in practice</td><td>8</td></tr><tr><td>5. The future: imperatives and recommendations</td><td>10</td></tr><tr><td>6. Conclusion</td><td>11</td></tr><tr><td>References</td><td>11</td></tr></table>
Abstract

Northern Ireland (NI) offers a somewhat unique, and certainly compelling case study in the
sustained strategic integration of digital technologies into schools. Spanning five decades, from
what would now be regarded as primitive computer-assisted management of learning, to
developed digital literacy and AI integration, NI's approach, particularly its centrally managed
information and communications technology (ICT) service in every school, offers insights for
global educational policy and practice.

This brief professional commentary is based on the reviewed experience of the 50-year journey,
informed by a substantial 35-year evidence base, the actions of the NI Government's innovative
EdIS Programme, comparative analyses of exemplary schools and is stimulated by a recently
published set of IFIP Digital Education Task Force case studies. It expresses exclusive views of
the author about the evolution of digital education in NI, highlighting its alignment with five key
global sustaining factors: aspiration; diversity and inclusion; computational thinking; teacher
practices; and strategic planning. Northern Ireland illustrates how a close connection between
policy and practice, enabled by pedagogically skilful teachers, provides learners with digitally
empowered learning experiences.

1. Introduction: a distinctive trajectory in digital education

Northern Ireland's lengthy journey in integrating digital technologies into all of its schools stands out as a subject of considerable international curiosity. Unlike many jurisdictions that have experienced fragmented, or adopted reactive, approaches, Northern Ireland (NI) has cultivated a remarkably sustained, centrally managed strategy for educational technology, evolving from “computers in schools” in the 1980s (as described at the time of the Microelectronics Education Programme - MEP¹), to “ICT” in the mid- to late-1990s (as identified in The Stevenson Report, 1997), and currently embracing “digital technologies and digital literacy” (as defined in The Royal Society Report, 2012) in contemporary discourse. This consistent, long-term commitment, now extending over fifty years, offers a rich empirical foundation for investigating the dynamics of what can be regarded as successful educational technology implementation at a systemic level.

This paper reflects on (but does not replicate the content of the related publications that are
listed in the References section) a significant 35-year evidence base of the impact of
computers, infrastructure and connectivity as a centrally managed service, provided at no cost
to school budgets, in all of NI's schools. This body of work has recently been synthesised by
Don Passey, Professor of Technology Enhanced Learning at Lancaster University's Department
of Educational Research in a set of international studies on behalf of the International
Federation for Information Processing (IFIP)².

¹ Fothergill, R., & Anderson, J. S. A. (1981). Strategy for the Microelectronics Education Programme (MEP). *Programmed Learning and Educational Technology, 18*(3), 120–129.
https://doi.org/10.1080/0033039810180302

² Established in 1960 under UNESCO's auspices, IFIP is a global federation dedicated to promoting professional and socially responsible development and application of information and communication technologies. In 2022, an IFIP Digital Education Task Force initiated work to establish an international perspective on "Sustaining relevant digital inclusive education for young people (5-18 years of age)", aiming to support global organisations in this critical area.
The initial findings of the IFIP Digital Education Task Force (Passey, et al., 2024) identified five key sustaining factors crucial for relevant, digital inclusive education: aspiration; diversity, inclusion, the digital divide, and the under-represented; computational thinking and its links to problem-solving; developing teacher practices; and short- and long-term plans and actions.

Northern Ireland subsequently provided compelling examples of how a long-term strategy led to demonstrable successes and tackled significant challenges over a sustained period (from the National Development Programme in Computer Assisted Learning in 1975³, MEP in the 1980s, the CLASS project from 1989 and Classroom 2000 (C2k)<fnref n="4" /> to the EdIS Programme<fnref n="5" /> in the present day). The IFIP publications provide: (i) a detailed national case study<fnref n="6" /> which tracks the historical arc of five decades of digital integration and identifies and unpacks 29 key and unique “design features” that characterise the NI story; and (ii) two school-based studies<fnref n="7" /> (sponsored by Capita Learning) of ‘computational thinking and computing linked to problem-solving’, one in the primary and one in the post-primary curriculum. It was a privilege to be invited to be ‘Sherpa’ to Don Passey’s significant research undertaken on behalf of IFIP to create the studies.

## 2. The contemporary landscape: The Education Information Solutions (EdIS) Programme and the Innovation Forum

While there was a coherent strategy for technical and connectivity infrastructure provision in every school from 1990 (Classroom 2000/C2k), the support for curriculum and for practices in teaching and learning in NI's classrooms was, however, neither always consistent nor coherent across the five separately governed and individually led Education and Library Boards (which managed, in total, only some 1,200 schools). The focus, nature and effectiveness of support for any school depended on its postcode. It was not until the author was seconded in 1997 from the Education and Training Inspectorate (ETI) as Regional Coordinator for Education Technology, that a unified strategy was developed. The initial strategy in 1998 mirrored broader trends by focusing on technology provision and teacher preparation. However, the subsequent “emPowering Schools” strategy in 2004⁸ marked a shift, exploiting evolution in the relative sophistication of computer assisted learning and productivity tools and emphasising evolution in teachers’ classroom practice. This strategy explicitly aimed to bridge the “potential divide”

<footnote n="3">³ Hooper, R. (1977). *The National Development Programme in Computer Assisted Learning: Final Report of the Director*. London: Council for Educational Technology.</footnote>

<footnote n="4">⁴ https://www.education-ni.gov.uk/articles/ict-schools#toc-0</footnote>

<footnote n="5">⁵ https://www.eani.org.uk/services/education-information-solutions-programme-edis</footnote>

<footnote n="6">⁶ Passey, D. (Ed.) (2025). IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Northern Ireland Case Study. DOI: 10.52545/2-9.
https://inria.hal.science/hal-04866978v1</footnote>

<footnote n="7">⁷ Passey, D. (2025). IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Computational Thinking and Computing linked to Problem-solving across the Primary Curriculum - Groggan Primary School, Northern Ireland Case Study. IFIP. <hal-05126562>. https://ifip.hal.science/IFIP-EPUBLICATION/hal-05126562. DOI: 10.52545/2-11</footnote>

<footnote n="8">⁸ Passey, D. (2025). IFIP Task Force on ‘Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Computational Thinking and Computing linked to Problem-solving across the Primary Curriculum – St Malachy’s School, Northern Ireland Case Study. IFIP. <hal-05126544>. https://ifip.hal.science/IFIP-EPUBLICATION/hal-05126544. DOI: 10.52545/2-10</footnote>

<footnote n="9">⁹ Department of Education (Northern Ireland) (DENI). (2004). *emPowering schools in Northern Ireland. Transforming learning, teaching and leadership through education and technology change*. Vision, Strategy, Action Planning and Milestones to 2008.</footnote>

<footnote>https://webarchive.nationalarchives.gov.uk/ukgwa/20120818072405/http://www.deni.gov.uk/empowering_schools_strategy_document.pdf</footnote>
between children, parents and teachers, striving for universal digital literacy and effective
technology use in every classroom. “emPowering Schools” set out objectives and aspirations
which still shape digital education today and which the author (now a retired ETI Inspector)
continues to advance as a member of the EdIS Programme Board and as independent chair of
the Innovation Forum in NI.

The Innovation Forum, a component of the Education Network for Northern Ireland (ENni) C2k service comprises some forty actively innovative classroom practitioners and other educators, mostly former teachers together with industry and public sector partners. The Forum, with Professor Passey as its research adviser, plays a crucial role in promoting and evaluating creative uses of digital technology in classrooms. Its evaluations directly contribute to the realisation of benefits from the investment in digital services in schools and ensure the managed service does not stand still but continuously adapts to evolving classroom needs.

Today, the NI Education Authority's (EA) EdIS Programme represents the current iteration of this
sustained commitment. EdIS is an ambitious portfolio of projects designed to deliver
increasingly effective, high-quality managed information solutions, facilitating school
improvement well into the 2030s. Recent major investments include, for example, providing
28,000 Surface Pro devices, one to every teacher, and installing Europe's largest Cisco Meraki
Wi-Fi network across all 1,000 schools. The C2k e-learning consultants have also managed,
according to senior leaders in Microsoft and Google, world-leading proof-of-concept GenAI
projects involving some 180 teachers developing 'use cases' by applying closed, and therefore
corporately safe, versions of MS Copilot and Google Gemini Pro across school management,
administration and pedagogic applications.<fnref n="9" />

**3. Recurrent challenges: misconceptions and mistakes**

Over a fifty-year period, it is most instructive to encounter occasionally recurring themes, many
presenting similar challenges, and even misconceptions and mistakes (although in different
contexts), to be argued through, re-debated and resolved time and again.

It was not unusual, in conferences and discussion groups in the early 1980s, to be asked by
some – and not always rhetorically – if teachers were going to be replaced ‘by computers’. So
common was this apparent lack of a sense of agency that the more cynical could be heard to
mutter unsympathetically that any teacher who really feared they might be replaced by a
computer ought to be. However, today, yet again, some have started to question if they may
become redundant as a teacher as a result of educational applications of artificial intelligence
in, for example, personalised tutoring and formative and summative assessment.

A more significant tension, which resurges periodically, is between the perceived need to
reform the curriculum in order to teach all children and young people ‘about new technologies’,
to prepare them for ‘a world of work where technologies will be commonplace’ because of a
‘shortage’ of skilled young people to work in today’s ICT, computing and microelectronic-based
industries. The argument often fails to address the immediate implications of the necessary
concomitant knowledge and skills of teachers to provide such a proposed solution. The
approach also fails to work through the notion that, if a way *could* be created to teach pupils to
use the computing tools common in the workplace today, they would certainly neither be the

<footnote n="9">⁹Taggart, S., & Roulston, S. (2025). *Trailblazing_NIgenAI_in_educAtlon:a_proof_of_concept_study_in_schools_in_Northern_Ireland_with_MS_Copilot*. https://www.eani.org.uk/trailblazing-ni-report-generative-ai-in-education</footnote>
computing tools, nor even the digital or problem-solving methods, used in business and industry in the future.

Such a simplistic presentation of the challenge (which, to be fair, is typically voiced by pundits outside education) fails to understand pedagogy and to consider the pedagogic implications. As argued recently<fnref n="10" />, to prepare young people for the transformative role of digital technology and AI in the ‘world of work’, one needs look no further than to consider the similar transformative role of technologies in the ‘world of work’ of the learner – that is to say, their day-to-day classroom and their experiences of teaching and learning in any lesson.

This reductionism (that ‘writing software’ sums up the totality of all digital technology actions) is too often compounded by imprecise use of language. It is a small step from arguing that teaching ‘coding’ is important, to setting up ‘coding clubs’ because of a belief that ‘future skills’ development may be resolved by teaching all pupils to *write software to program computers*.

In this context, concerned with imprecise use of language, it was necessary, in the IFIP case studies, to clarify the use of terms:

* Digital skills – refers to the individuals’ abilities to use a wide range of digital technologies within different contexts and for different purposes

* Coding – refers to the processes or activities involved in writing computer programs.

* Programming – refers to writing computer code to create a program, so that a computer or robotic device can perform a specific task or tasks, in order to solve a problem.

* Computing – refers to use or operation of computers, linked, or not linked, to networks and wider infrastructure.

* Computational thinking – refers to the thinking techniques that allow problems to be solved (with or without direct use of computers).

* Problem-solving – refers to the processes or acts of finding solutions to or addressing problems.

*(Source: Section1 of Computational Thinking and Computing linked to Problem-solving across the IFIP NI Curriculum Case Studies – see References for details.)*

The confused challenge of the long-running tension between ‘teaching about’ technology and ‘learning with and through’ technology is well illustrated in the report of a recent independent review of the NI Curriculum<fnref n="11" /> commissioned by the NI Minister of Education.

On the one hand, the review report proposes that a new subject of ‘Digital Technology’ in a future revised curriculum (a new ‘curriculum strand’ within the area of study of Science and Technology) be taught in the curriculum from Key Stage 1 (with no reference made to the practice that already exists in Early Years/Nursery settings) to Key Stage 3 and, at Key Stage 4, within a new subject strand called ‘Employability’. To address the deficit in the knowledge and

<footnote n="10">¹⁰ Carson, J. & Farry, S. (2025). AI for NI: A Strategic Overview for the Adoption of Artificial Intelligence in Northern Ireland. Strategic Policy Unit, Ulster University.</footnote>

<footnote>https://www.ulster.ac.uk/departments/provost/strategic-policy-unit</footnote>

<footnote n="11">¹¹ https://www.education-ni.gov.uk/articles/review-northern-ireland-curriculum</footnote>
skills of teachers, the review proposes that staff are brought into each post-primary school from
a paired software company to ‘co-teach’ the new subject.

On the other hand, the report recommends that it may not be necessary for direct teaching of
the new subject if the use of digital technology is *integrated* into the primary curriculum and
‘shared across subjects’ in the post-primary curriculum (see paragraphs 11.13 and 11.14, page
127¹²).

More helpfully as a way forward, having been informed about some of the innovative pedagogic practices embedding the use of digital technology in computational thinking and problem-solving, which the three IFIP case studies illustrate so well, the review report recommends merging the current NI curriculum requirements for communications, use of number, use of ICT, thinking skills and personal capabilities into a single ‘Capabilities Framework’ incorporating a ‘digital capability’ which ‘will be embedded in subject-specific strands across the curriculum’ ensuring that ‘children would therefore still apply ICT skills and knowledge elsewhere in the curriculum’.

The Minister of Education's response (July 2025¹³) accepts the need to create a 'Capabilities Framework'. He also accepts the recommendation to create 'digital technology as a dedicated area of learning' for the purpose of building 'knowledge and skills year-on-year, from basic digital fluency... to more advanced applications like programming, cybersecurity, and digital design'. The Ministerial response does not explicitly connect 'capabilities' (nor literacy and numeracy, which are also treated separately) with the proposed new subject of digital technology, without which integration of the pedagogic approach to learning through and with digital technologies could easily be lost.

It remains to be seen if the practical outworking of the curriculum review recommendation continues to offer the appropriate context for many ways in which the integration of digital technologies may enrich learning.

4. Comparative exemplars: consistency in practice

In terms of ways that digital technologies can enrich learning, the annual NI Schools ICT Excellence Awards, established ten years ago, serve to highlight a wide range of exemplary practices. Over that time, through the judges' reports (Smith S. & Anderson, J., 2022, 2023, 2024, 2025), it is pedagogical advancement which is evident. Teachers are now applying educational apps with deeper insight into their affordances. Open-ended, 24/7 access by pupils to online teaching resources provides opportunities for flipped learning and cultivates greater pupil agency, moving learning practices beyond the narrow interpretation of “knowledge and skills to be taught”. Providing learners with prompt, individualised feedback through online activities significantly advances learning. Adaptive assessment, integrated into active learning, transcends the traditional distinction between formative and summative assessment. Teacher-prompted discussions during learning activities helps to foster the pupil's sense of metacognition.

The use of personal digital devices and shared cloud storage by teachers facilitates collaborative, whole-school monitoring and self-evaluation leading to improvement. Furthermore, teachers report productive easing of administrative workloads, enhanced

<footnote n="12">¹² https://www.education-ni.gov.uk/sites/default/files/2025-06/NI%20Curriculum%20Review_0.pdf</footnote>

<footnote n="13">¹³ https://www.education-ni.gov.uk/news/givan-responds-strategic-review-northern-ireland-curriculum</footnote>
creativity, and improved wellbeing. The fundamental importance of strong parental partnerships is recognised as central to a school's effectiveness within its community.

Additionally, in terms of enriching learning, a comparison of the two IFIP school curriculum case studies, primary (Groggan Primary School) and post-primary (St Malachy's College, Belfast), in the context of the five factors set out in the wider NI IFIP case study – aspiration, inclusion, computational thinking, teacher development, and strategic planning – reveals strong consistencies in educational practice in the application of digital technologies and consequent outcomes for learners from the ages of four to eighteen years.

And yet, the two case study schools could not be more contrasting. From a small country primary school with enrolment numbers which vary on a continual basis leading to the creation of composite classes (containing children at different ages and stages of progress) which vary within the same week, to a very large inner-city selective (grammar) school attracting pupils from variable socio-economic community backgrounds.

The commonalities are evident in:

* **Aspiration:** Both schools' planning incorporates the aspirations of learners and parents for the future, designing computational thinking and computing learning across curriculum areas with a long-term perspective. Teachers in both settings introduce relevant vocabulary, with primary teachers introducing authentic computing terms early and post-primary teachers grounding activities in real-world contexts.

* **Diversity, Inclusion, and the Digital Divide:** Both schools meticulously plan progressive activities for all learners, ensuring the inclusion of all pupils from early years to post-16. Crucially, both empower student Digital Leaders to support and share expertise with their peers.

* **Computational Thinking and its Links to Problem-Solving:** Both schools emphasise the importance of “off-screen” time and utilise both “unplugged” and “plugged” learning activities. Their curriculum design explicitly links computational thinking and computing to broader problem-solving techniques, fostering social skills, engagement, and independence, alongside enhanced communication, creativity, collaboration, and teamwork in activities across the breadth of the curriculum.

* **Developing Teacher Practices:** Both teachers and support staff are actively involved in professional development, regularly sharing and discussing outcomes, successes, and challenges. Dedicated leaders (an ICT Coordinator at Groggan, and a Senior Teacher of Creative Digital Learning with a working group at St Malachy's) actively support forward planning, evaluation of impact and ongoing professional learning.

* **Short- and Long-Term Plans and Actions:** Both schools' long-term planning is learner-focused, prioritising problem-solving as a thinking skill and crucially related social and personal skills. Computational thinking and computing are integrated across all curriculum areas, aligning with the Northern Ireland Curriculum's emphasis on thinking skills and problem-solving. A variety of devices, techniques, and software packages are used to support different age ranges and subject areas, with regular teacher monitoring and feedback informing effective implementation.
## 5. The future: imperatives and recommendations

The trajectory of digital education in NI underscores several crucial future imperatives for the broader education system to adapt, improve, and effectively apply emerging technologies. The increasing centrality of Generative AI necessitates a reconsideration of the knowledge and skills learners require, with particular emphasis on developing critical and evaluative competencies. A continuous review of the curriculum (understanding technology, developing skills), assessment (computer adaptive tests), and pedagogy (how AI can assist learning) is paramount.

An Independent Review of Education in NI, led by Keir Bloomer, summed up the way forward in building on the existing legacy. The Bloomer report argued, most insightfully, that our school system reacts too slowly and that we need to adapt, improve and make better use of emerging technologies. It proposed the need to reconsider the knowledge and skills that learners need for a world with AI in a central role: and especially personal critical and evaluative skills. As digital technology continues to shape education, it points out that there is a need to review the curriculum continually, not just once. The skills which teachers need to develop in using assessment and in designing pedagogy need attention. Vulnerable learners and those with cognitive difficulties should be better supported by using digital technologies and, furthermore, modern languages and creative arts in particular should benefit from the use of digital technologies.

The EdIS Programme is poised to play a vital role in enabling a more flexible education system, ensuring all pupils have equitable access to reduce digital poverty. Cross-border sharing of digital literacy developments between Northern Ireland and the Republic of Ireland is encouraged, fostering collaborative educational advancement. Digital technology holds immense potential to facilitate Shared Education (a programme providing opportunities for children and young people from different communities, as well as social and economic backgrounds, to learn together on a regular and sustained basis, for both social and educational benefits, thereby breaking down traditional barriers). There will be a growing demand, Bloomer argued, for innovative schools that effectively implement technology-enabled learning, with research needed to consistently lead development efforts. A pressing need exists for the NI Department of Education to invest in an intelligence and horizon-scanning capability to effectively leverage new technologies, to which the NI Department intends to respond. Addressing the current skills shortage within the education system is critical, alongside advocating for legislative frameworks that actively facilitate innovation.

The Independent Review summarises well the key elements of successful digital integration:

* a wide educational vision

* articulated through a digital strategy for learning

* an understanding of the affordances of applications

* embedding them as a natural part of learning

* providing opportunities for creative, independent learning

* building agency and the learners' capacities to learn digitally

* with seamless working between home and school

* with knowledge about how to keep safe online, and supported by
* systematic monitoring and evaluation of impact by the school.

## 6. Conclusion

Northern Ireland's 50-year journey in digital education, characterised by its centrally managed service and strategic evolution, offers invaluable lessons for global educational communities. The consistent alignment of its policies and practices with internationally recognised sustaining factors – aspiration, inclusion, computational thinking, teacher development, and strategic planning – as demonstrated by the IFIP Digital Education Task Force studies and accounts of exemplary school practices, highlights the power of a coherent and sustained national vision. The current NI initiatives, particularly the EdIS Programme and the Innovation Forum, coupled with a forward-looking perspective on the role of GenAI in schools and a commitment to addressing educational disparities, position NI as a compelling case study in fostering a digitally empowered, inclusive, and future-ready generation of learners.

## References

Crehan, L. (2025). *A Strategic Review of the Northern Ireland Curriculum: A foundation for the future*. Department of Education, Northern Ireland. https://www.education-ni.gov.uk/sites/default/files/2025-06/NI%20Curriculum%20Review_0.pdf

Independent Review of Education (2023). *Investing in a Better Future: The Independent Review of Education in Northern Ireland*. Department of Education, Northern Ireland. https://www.independentreviewofeducation.org.uk/key-documents/investing-better-future

Passey, D. (2025). IFIP Task Force on 'Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Computational Thinking and Computing linked to Problem-solving across the Primary Curriculum - Groggan Primary School, Northern Ireland Case Study. IFIP. <hal-05126562>. https://ifip.hal.science/IFIP-EPUBLICATION/hal-05126562. DOI: 10.52545/2-11

Passey, D. (2025). IFIP Task Force on 'Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Computational Thinking and Computing linked to Problem-solving across the Primary Curriculum – St Malachy's School, Northern Ireland Case Study. IFIP. <hal-05126544>. https://ifip.hal.science/IFIP-EPUBLICATION/hal-05126544. DOI: 10.52545/2-10

Passey, D. (Ed.) (2025). IFIP Task Force on 'Sustaining relevant digital inclusive education for young people (5-18 years of age)’: Northern Ireland Case Study. DOI: 10.52545/2-9. https://inria.hal.science/hal-04866978v1

Passey, D., Soares Barbosa, L., Dalvean, J., Gwanzura, A., Lane, G., Hettihewa, D., Sodiya, A., & Min Tjoa, A. (2024). *Sustaining relevant digital inclusive education for young people (5-18 years of age): Final Report*. IFIP. <hal-04736825>

Passey, D., Taggart, S., Anderson, J., & Campbell, A. (2023). *Inspiring Digital Learning: A synthesis of research related to digital technologies in Northern Ireland's schools*. https://pure.ulster.ac.uk/ws/portalfiles/portal/119570717/Inspiring_Digital_Learning_a_synthesis_of Research_related_to_digital-learning_in_Northern_Ireland_s_schools_v_31_03_23.pdf

Smith, S. & Anderson, J. (2022). *Report on the 2021-22 ICT Excellence Awards: April 2022*. Belfast: Capita. https://content.capita.com/ICT_Excellence_Awards

Smith, S. & Anderson, J. (2023). *Report on the 2022-23 ICT Excellence Awards: April 2023*. Belfast: Capita. https://content.capita.com/ICT_Awards_2022-2023
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https://content.capita.com/ICTExcellenceAwards2023246

Smith, S. & Anderson, J. (2025). *Report on the 2024-25 ICT Excellence Awards: June 2025*. Belfast: Capita.

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The Royal Society. (2012). *Shut down or restart? The way forward for computing in UK schools*.
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