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Researchers at Queen's University, Belfast recently completed a study into the potential of portable ‘laptop’ or ‘notebook’ computers in schools. Over 235 pupils in nine schools were provided with a personal portable computer for a whole school year. One aspect of the research was to assess the impact which the high access to information technology (IT) had on the pupils' learning. Five experimental/control class groups (with/ without laptops) were matched for age, gender and ability. The performance of these pupils in mathematics, English and science tests was measured before and after the ‘treatment’ period and the comparisons were analysed. A number of interesting effects were observed and these indicated, with due recognition of the project constraints, that the impact of high access to computers on learning in mathematics, English and science was at best marginal.

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This paper describes the development of an innovative resource, comprising authentic newspaper articles and associated activities, designed to broaden the range of reading material available for use in the science classroom. Science teachers' response to the publication is discussed. The resource was very well received, indicating that, given appropriate material, science specialists demonstrate a willingness to use media text in their classrooms. However, while all viewed the publication as a valuable science resource and many saw its potential for promoting literacy through science, only a few recognised it as a vehicle for encouraging, among students, critical engagement with science in the media. This suggests that further intervention may be necessary if this outcome is to be achieved.

As part of a wider ranging project surveying science at Key Stage 4, 118 pupils along with their teachers were interviewed to determine their reactions to the teaching and carrying out of investigative science. The major response from the pupils was one of enjoyment, but the purpose was often seen as being related solely to the GCSE coursework requirement. This may stem from the fact that some pupils' experience of investigative work was limited to the bare minimum required to satisfy the requirements of the GCSE examination. In addition, there was little evidence of teachers explicitly addressing the 'procedural content' which it is proposed is associated with investigative science.

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