Education Bill

I meant the other bishop—the secular bishop. Electricity is considered a very important part of delivering the curriculum. I have tried to get your Lordships’ support for both amendments. The idea is that to deliver a 21st century curriculum we have to have 21st century methodology and 21st century equipment. To deliver the curriculums to all children, they have to have access to the technologies and be able to take advantage of them. There was a time when technology, particularly information and communications technology, was regarded as an additional extra. If you had the resources you put it into schools. It was certainly a resource that the wealthiest families in this country provided early on, and which most families now provide. In reality, it has now become not simply an additional extra but the lifeblood of schools. I was in a primary school on Friday last week watching a young teacher teaching the solar system to a group of primary children. She had blacked out the whole room and had her white board and overhead projector and was using the BBC programme on the solar system by Brian Cox. It was very dark and by the time one of the episodes of that wonderful programme had come on, the children’s faces looking at the solar system as they had never seen it before, were remarkable. That is the use of technology today. In every area of the curriculum we can bring countries from the other side of the world into the classroom. Skype can be used to communicate directly with children in other parts of the world. I remember when I began teaching geography back in 1963 that it took three months to get a letter from a school in Sierra Leone. Now children can talk daily. Technology is no longer simply an added extra; it is very important indeed. It has worried me, and I have said to the Minister that we seem to have messages from the Government, particularly from the Schools Minister, that if you have technologies you are putting books out of reach of children and that somehow it is either/or. You either have books or technology. It is not like that at all. You have to have both. The reality is that most children today, often from the age of three, use Google as a normal part of their activities. As they get older they cannot use internet search engines unless they have a good command of English. They have to be able to read effectively, disseminate and arrange information. This is not an added extra. It is fundamental. It is not an either/or; it is part and parcel of the same activity. I have another worry. I say to the Minister that this is an impression rather than a reality. We now have a Division, which is a reality.