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In the last decade the use of computers in work and at home has increased dramatically. The recent news that over 40% of the population of Norfolk are registered with the on-line auction company Ebay neatly illustrates the rapid rise in use of the internet.
The availability of broadband and the improvement in the reliability of computers, together with falling costs of equipment have all combined to change the way we live and work.
Despite this there are still large numbers of people who are not taking part in this quiet revolution. To recognise the fact that ICT has become an essential skill the Government decided as part of its Skills Strategy in 2003 to make ICT a 'Skill for Life'.
This year will see the publication of the framework for ICT as a Skill for Life. The framework acknowledges the fact that ICT skills are essential for employment and in everyday life.
It will offer a new way of approaching the teaching of ICT to adults in specialist ICT sessions and in Skills for Life programmes.
Delivery
There have been many discussions in the last year about who should deliver this new programme. Should it be embedded in the wider Skills for Life curriculum or should there be separate ICT sessions to cover the skills?
The debate continues but the answer lies in making sure that the ICT skills covered in the curriculum are purposeful and relevant to the learner. However the challenges for these two groups of teachers are quite different.
The word 'embedding' has been around for a long time.
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 ...ICT could enhance the delivery of the wider curriculum.
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A dictionary definition offers the following explanation: If an emotion, attitude, etc. is embedded in someone or something, it is a very strong or important part of them. That is a useful starting point.
Applied to Skills for Life programmes it says that ICT skills should form an essential part of the curriculum. It also implies that ICT could enhance the delivery of the wider curriculum.
Achieving our ideals
Improvements in technology in the last few years have increased the options available. Computers are faster and cheaper and are capable of doing things that even a few years ago seemed impossible.
Developments in digital photography are a good example. Cameras produce excellent images and high quality printing is possible at low cost.
Images can be used in a number of different ways including in word processing documents, to create posters and cards and to create web pages.
For example an ESOL class working in small groups could use a camera to create a series of pictures with captions. The pictures could be pasted into a presentation package and the results shown to the rest of the group.
Working in a group helps to improve language and communication skills. Other ideas that work well are encouraging young parents to set up a digital photo album, or a local community group to make a visual record of their community.
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