The Irish debate on junior cycle reform commenced in 2010. Research into the impact of junior cycle experience on participation and achievement identified some points of concern. Children at this stage of schooling were very passive in their learning; the three-year phase was dominated by a terminal examination that was stifling innovation in teaching and learning; there was limited flexibility in a curriculum that was overcrowded; limited time for engaging with and promoting deeper learning, and assessment activities were narrow and driven by summative approaches. Through consultation, discussion and debate, the goal was to redesign junior cycle education and create a new framework that would allow students to develop skills and dispositions to be more creative, more innovative, ready for future challenges, and experience a wider approach to teaching, learning and assessment. An “ideas” document was prepared to spark the debate, and the subsequent consultation was opened up to all education partners and interested parties. In recognition of the need for reform strategies to be agile and responsive because of the uniqueness of the change agents involved and the complex realm that educational change is situated in, technology had a valuable role to play. Information has come through online surveys, consultation conferences, focus groups; subject development groups and student voice seminars. Throughout this process, ICT has contributed by assisting in the management of the information, the dissemination of the vision, and provided the agility for the information to be accessed by the multiple partners in ways appropriate to their needs and unique situations. ICT has been used to foster discussions through various online platforms, and communities of practice have been established where teachers share their practice and ideas online. These centres of innovation provide leadership and support to other schools and are central to the reform process and informing the design of future professional development.
