Outcomes based justification of investment in IT
The introduction of information technology to the education system has not been driven solely by the need to prepare children for a role in an information economy. As education systems (along with many other public and private enterprises) have moved towards greater levels of accountability, re-examination of business processes have been undertaken with a view to improve quality of output and/or efficiency of service delivery. In this process, the use of information technology to enhance learning outcomes has been examined. Even under the gaze of the economic rationalist, information technology has the potential to 'pay its way' in improving educational delivery.

The view that IT can improve learning outcomes has largely been supported by several bodies of research (DECCD, 1997), some of which have been sponsored by IT companies and others of which are independent. However, the research also shows that the technology on its own is of little value unless educators are supported in using it in the classroom.

Clearly, in a system where a decision has been taken to use technology to assist improvement of outcomes, and a substantial investment in the necessary infrastructure has been made, it is problematic to have employees who are unable to utilise this infrastructure effectively. There is an expectation (which may extend to a formal statement of accountability) that teachers will use this technology, even though many have never used it in a classroom environment.

Improved learning outcomes: diagnosis and remediation.
The diagnosis of problems and deficiencies in individuals' prior learning is a complex and time-consuming process. IT can assist in this process by providing some tools which would otherwise be only available through the presence of a specialist professional. The limited availability of such professionals can thus be used more efficiently, if classroom teachers in advance of their visits can employ suitable screening and diagnostic tools.

In a similar way, some remediation can be enhanced by appropriate use of IT. This is perhaps most useful where a child has missed a piece of work through absence, and where the provision of this missed work can assist in overcoming the problem.

Improved learning outcomes: student centred learning
Student-centred learning is certainly not dependent on computer technology, but the availability of appropriate technology can assist teachers to provide students with an educational environment over which they have some control. This allows a degree of autonomy and self-management for students, and offers a degree of choice and flexibility in content and delivery that can support student centred learning.

Improved learning outcomes: increased availability of specialist services
The reality of most schools is that they are constrained in the breadth of their curriculum offerings by budgetary and logistical factors. Isolation, shortages of certain specialist teachers, non-viable class sizes and difficulties in recruitment of staff often make it impracticable to offer some curriculum items and programs. Use of technology may allow schools to offer a wider range of options, through use of online and digital delivery methods and through establishment of links with external specialists. The development of classes and activities which span several countries and cultures is an example of the type of opportunity facilitated by technology.

Improved learning outcomes: efficiency and performance
The ability to use information technology as a tool to improve learning outcomes in "traditional" curriculum areas has provided a powerful rationale for the introduction of such technology into all curriculum areas and levels of schooling.

The ways in which IT can be used to improve teaching and learning includes not only enhancement of existing classroom practice but also opens up opportunities to stimulate cognitive processes in ways that are impractical in a classroom environment devoid of technology.

Clearly, this places demands on teachers which are similar, but not identical, to those placed on them by the increasing role of computers in society. While the latter provides a social reason for incorporating information technology into education, the introduction of information technology as a tool for teaching and learning has strong educational foundations. While systems, schools and teachers may choose to ignore social change on the basis that schools need not reflect all aspects of society, it is more difficult to reject an educational argument: if one is in the business of education, it is almost impossible to ignore a tool which can improve that business.

For some teachers, this issue becomes a source of internal and personal difficulty. Most teachers highly value their professional skills and are motivated to do all they can to provide their students with every opportunity to make the best of their education. When confronted with evidence that information technology can improve educational outcomes, and the expectation from employers or education systems that this technology will be used in their classes, these teachers feel a moral obligation to incorporate it into their practice. However, many are quick to realise that their low exposure to information technology has left them extremely poorly prepared to cope with basic computer operation. Even when they master these skills, the curriculum integration and pedagogical issues, which are involved in incorporating information technology in the classroom, remain to be mastered. For people without ready access to the necessary technology, technical support and professional development structures, the expectation that they will achieve competency is a difficult one to reconcile.

For many of these people, the existence of "competencies" represents a framework against which they fear they will rate poorly and almost by definition be deemed "incompetent".

Consequently, any attempt to define or mandate competencies will only gain acceptance with the profession if it is supported by provision of the necessary time, resources, equipment, support and professional development to allow teachers to gain competence.