Perspectives on digital technology in a remote Scottish school community

The present article is based on a qualitative evaluation of the use of digital technology in a remote secondary school in the Scottish Highlands. The attitudes of teachers and pupils to the use of digital technology and the underlying tensions between formal and informal educational practices are central concerns addressed in this paper. The project was for one-year and designed to facilitate the embedding of digital technology across the curriculum. Some of the benefits of participating in the project, according to the pupils, included an improvement in their ability to work successfully with others, independently from the teacher, and the development of their skills in creating moving images in both curricular and extra-curricular activities. Most participating teachers commented that they had improved their own ICT skills. In conclusion, some complex issues are raised in connection with schools in isolated communities