'In summary, this book is comprehensive and extremely detailed, comprising a welcome blend of informed and authoritative discussion with an array of practical examples and suggestions for improving the use of computers in the Primary classroom. It is more than a handbook, but retains handbook qualities in that teachers can dip in and out with speedy comprehension of both content and context. ICT coordinators should like this book because it is neither forceful nor prescriptive.' - Journal for Computer Assisted Learning

• Chapter 1 Contexts for effective coordination Chapter 2 Developing personal skills and making a start Chapter 3 Establishing a secure place for ICT in the school Chapter 4 What IT coordinators need to know about children and computers Chapter 5 What IT coordinators need to know about using computers across the curriculum Chapter 6 What IT coordinators need to know about teachers and computers Chapter 7 What IT coordinators need to know about choosing computers, software and peripherals Chapter 8 Developing an ICT policy for your school Why have an ICT policy? Chapter 9 A prototype policy Chapter 10 OFSTED re-inspection and the IT coordinator Chapter 11 Preparing for an OFSTED re-inspection Chapter 12 Useful addresses

'In summary, this book is comprehensive and extremely detailed, comprising a welcome blend of informed and authoritative discussion with an array of practical examples and suggestions for improving the use of computers in the Primary classroom. It is more than a handbook, but retains handbook qualities in that teachers can dip in and out with speedy comprehension of both content and context. ICT coordinators should like this book because it is neither forceful nor prescriptive.' - Journal for Computer Assisted Learning

• Chapter 1 Contexts for effective coordination Chapter 2 Developing personal skills and making a start Chapter 3 Establishing a secure place for ICT in the school Chapter 4 What IT coordinators need to know about children and computers Chapter 5 What IT coordinators need to know about using computers across the curriculum Chapter 6 What IT coordinators need to know about teachers and computers Chapter 7 What IT coordinators need to know about choosing computers, software and peripherals Chapter 8 Developing an ICT policy for your school Why have an ICT policy? Chapter 9 A prototype policy Chapter 10 OFSTED re-inspection and the IT coordinator Chapter 11 Preparing for an OFSTED re-inspection Chapter 12 Useful addresses

'In summary, this book is comprehensive and extremely detailed, comprising a welcome blend of informed and authoritative discussion with an array of practical examples and suggestions for improving the use of computers in the Primary classroom. It is more than a handbook, but retains handbook qualities in that teachers can dip in and out with speedy comprehension of both content and context. ICT coordinators should like this book because it is neither forceful nor prescriptive.' - Journal for Computer Assisted Learning

• Chapter 1 Contexts for effective coordination Chapter 2 Developing personal skills and making a start Chapter 3 Establishing a secure place for ICT in the school Chapter 4 What IT coordinators need to know about children and computers Chapter 5 What IT coordinators need to know about using computers across the curriculum Chapter 6 What IT coordinators need to know about teachers and computers Chapter 7 What IT coordinators need to know about choosing computers, software and peripherals Chapter 8 Developing an ICT policy for your school Why have an ICT policy? Chapter 9 A prototype policy Chapter 10 OFSTED re-inspection and the IT coordinator Chapter 11 Preparing for an OFSTED re-inspection Chapter 12 Useful addresses