A national ICT training initiative in England, in focusing attention on to the integration of ICT into subject teaching schools, has attempted to identify and promote pedagogy of ICT use. This paper examines how effectively this ambition has been fulfilled. It is based on research into reports of lesson evaluations from science teachers undergoing the training provided by the Science Consortium. Within this programme, teachers participate in an iterative cycle of reflective teaching in their own classrooms based on a pre-prepared framework of lessons. The course has six modules, each one looking at a different application or way of using ICT within science. All the necessary materials are provided, including software, lesson plans and worksheets.

Discussion focuses on the problems and advantages encountered in using different applications, and the necessary conditions reported for successful teaching outcomes. Successful lessons were associated with lesson objectives being clearly identified and tasks clearly defined, teacher interventions which encourage discussion and investigative learning approaches, strong links between ICT activities and other conventional activities, lesson plans which emphasise the interpretation of results and thinking about science, and the recognition and exploitation by teachers of the technical skill already acquired by pupils.