Access to multimedia material on CD-ROM distributed through internal or external networks may well become an increasingly common phenomenon. Although it is not fully digital, this technology most closely resembles the distance learning and training applications that may become available over education superhighways. IV has the capacity to integrate full or partial screen moving pictures with text or graphics, enabling the user to control and interact with this material using a computer. Benefits of IV in schools include a greater sense of pupil responsibility for their own learning, sustained hold on pupil attention spans, and developments in conceptual awareness. Some are able to adjust automatically to provide appropriate levels of difficulty according to students' responses, while others use teacher or student intervention to move to higher levels.
All systems provide formative feedback and diagnostic records for both students and teachers.
In the USA, systems have been in use for some time with both teachers and students reporting learning gains. Early outcomes from a pilot project currently supported by the UK Education Departments have indicated some learning gains and an increase in attention levels and personal learning responsibility. All current integrated learning systems run on high bandwidth local area networks. Broadband networks may open up the possibility of on-line classroom access to a very wide range of supplementary curriculum materials, provided line charges and other costs are low and that access is structured . Work is needed to establish the proper relationship between networked in-school ILS and supplementary outside material accessed via broadband or other means.