Abstract

The analysis of the e-Learning grant applications from 464 primary schools from across Australia lead to the development of a three-dimensional framework for describing the complex nature of ICT use in the context of e-Learning projects in Literacy and Numeracy. Regardless of their circumstances, teachers believe they can enhance learning in innovative ways using technology. The majority of Australian primary schools in 2002 were located mid-range in the framework, describing their innovation in terms of using ICT as a curriculum tool, without making changes to existing pedagogy. However, some schools perceive technology as a catalyst for significant changes in pedagogy and the creation of innovative learning environments that impact on school culture and organization.