Information and Communications Technology

Summary

This article considers the relevance of information and communications technology (ICT) to our role as educational psychologists (EPs) and aims to raise awareness and stimulate discussion of this within the profession. It offers examples of current research and practice illustrating the impact careful application of ICT can have on cognition and raising pupil attainments, and discusses the EPs’ role in applying psychological perspectives to ICT. Finally, it questions the future training needs of educational psychology services (EPSs) to ensure EPs are equipped with the skills and knowledge necessary to work in the learning environments of the 21st century.

This article considers the relevance of information and communications technology (ICT) to our role as educational psychologists (EPs) and aims to raise awareness and stimulate discussion of this within the profession. It offers examples of current research and practice illustrating the impact careful application of ICT can have on cognition and raising pupil attainments, and discusses the EPs’ role in applying psychological perspectives to ICT. Finally, it questions the future training needs of educational psychology services (EPSs) to ensure EPs are equipped with the skills and knowledge necessary to work in the learning environments of the 21st century.

Additional information

Notes on contributors

Vivienne Clifford

Vivienne Clifford works as a Senior Educational Psychologist for Harrow EPS and as an Associate Tutor on the MSc (Educational Psychology) at University College London.

Martin Miles

Martin Miles works as an Educational Psychologist for Devon EPS, and is currently completing a PhD at Exeter University.