The Significance of Affective Issues in Successful Learning with ICT for Year One and Two Pupils and their Teachers: The Final Outcomes of the ICT and the Whole Child Project

This paper considers for the first time the final results of the ICT and the Whole child project sponsored by the Nuffield Foundation. Two classrooms of the future with high quality, ICT equipment and software chosen from a child-centred perspective were installed in a primary school near Leeds and the effects evaluated over two years with a special focus on self esteem. The year one and year two classrooms were designed to increase positive interaction and affect between teachers and children and to improve and equalise teacher/pupil relationships. A range of qualitative and quantitative data was collected and analysed including interviews with teachers and children, lesson observations on video, year 2 SATs data and self-esteem data which was compared with another class group with more usual facilities. As well as showing the establishment of highly successful interactive classrooms in which ICT is integrated into teaching and learning across the curriculum every day, the outcomes also reveal the conversion of anxious, sceptical teachers into ICT enthusiasts. The final assessment data (due in June/July) is expected to show improvements for achievement in literacy, numeracy and ICT skills for the year one and two pupils over the two years of the project and a preliminary interpretation of the data in relation to self esteem and other affective issues. Key words: ICT, early years achievement, affective issues