A. Introduction

MIICE stands for Measurement of the Impact of ICT on Children's Education

MIICE's main purpose is to put into words what most recognise is good quality in learning and teaching incorporating the use of ICT. It is concerned with those qualities which cannot readily be assessed in conventional ways

To contribute to the debate about the ends of more widespread use of ICT for learning and teaching. Use of ICT makes real demands - in money and time - on education authorities, schools, teachers and children. We need to be clearer about the benefits which we can anticipate


MIICE grew out of a set of case studies of evidently good practice in Scottish schools - primary, secondary and special - when using ICT undertaken by Tony van der Kuyl at the Scottish Interactive Technology Centre (SITC) in the late 1990s

SITC case studies

From these 16 case studies, 12 learning outcomes, commonly observed to be in evidence, were articulated. Tony wanted to expand this embryonic framework by tapping the experience of a wide range of colleagues from schools, education authorities and teacher education institutes. This partnership had its first meeting in May 2000

Almost all of the 32 Scottish education authorities and all 7 of the Scottish universities involved in the training of teachers plus Learning and Teaching Scotland have chosen to associate themselves with the MIICE partnership

MIICE partners

The partnership has developed a range of instruments to help with this focus on quality of learning and teaching when using ICT. Prime among these has been the MIICE quality framework or toolbox, which is a cornerstone of the activities of the partnership as a whole and of individuals using MIICE. It is available in various formats, to permit selection and adaptation for personal professional purposes

MIICE toolboxes

The MIICE quality framework or toolbox has the following structure

  • Outcomes - these are the broad areas of impact of ICT use; there are 13 altogether, in 3 broad groups
  • Components - these are aspects of these broader areas; there are from 2 to 4 components in each outcome and 41 altogether (4 of which appear in 2 outcomes)
  • Measures - these are the detailed activities about which questions might be asked; there are from 1 to 6 measures within each component

The structure broadly mirrors that in How good is our school? (quality indicator, theme, illustration) but the MIICE framework is a more finely grained analysis than HGIOS

Additionally individuals - schools, EAs, TEIs and others - have made use of elements from the MIICE quality framework to help them with planning and/or review of activities involving ICT as part of the learning blend. A selection of these uses can be seen on the MIICE website

Uses of MIICE

And there is some discussion of some uses in section E in this paper

Reports on uses of MIICE are also included in the MIICE Newsletters, published quarterly in PDF format since December 2002 and available on request and by downloading from the MIICE website

MIICE newsletters

A full summary of the MIICE partnership's activities is available from the MIICE website

Introduction to MIICE as an AppleWorks file

Introduction to MIICE as a Word file