The CPF consists of three core dimensions called:

• Quantity: the quantity of computer use (as a proportion of the available learning time).
• Focus: the objectives supported by the computer use.
• Mode: the impact of computer use on the curriculum (where curriculum is used in the broadest sense).

The sub-divisions of each of these three dimensions are illustrated in the diagram below.

CPF Figure 1: The subdivisions of the three dimensions of the CPF

The framework as a whole
Whilst the CPF is described here as three seperate dimensions it is important to remember that the framework needs to be seen holistically - no one dimension on its own provides a sufficiently rich picture.

Definition of the Quantity dimension
The Quantity dimension is concerned with the proportion of the school day (available learning time) during which one or more computers are in use by children.

The school day is taken to mean time when children are in school but excludes play times, lunch times, after school clubs etc..

The number of children using a computer is irrelevant (for this dimension).

The number of computers in use is irrelevant (for this dimension).

If a computer is being used with children (even if they are not controlling the keys/mouse) that counts as it being used by the children.

Definition of the Focus dimension
The Focus deals with the objectives underlying the computer use. The Focus dimension is sub-divided into three categories:

IT - Using computers in a way that helps children to develop their IT skills, knowledge and understanding. The emphasis here is on using a computer to extend the children's knowledge, understanding or skill in computer use itself.
E.g. Learning how to operate the mouse.
E.g. Learning how to use the word processing software.

Learning Tool - Using computers in a way that supports any aspect of children's learning other than IT itself. This would include the following three areas:

Curriculum Tool - Using computers as tools in a way that helps children to develop skills, knowledge and understanding in another curriculum area (i.e. other than IT). The emphasis here is on using the computer as a tool to enhance their learning in another curriculum area rather than in the area of IT itself.
E.g. To develop the language skills involved in drafting and re-drafting.
E.g. To extend their ability to interpret data (e.g. using a graphing package that they already know how to operate to help them answer a scientific question).
E.g. To provide access to the curriculum (e.g. for children with 'Special Needs').

Mathetic Tool - Using computers as tools to develop children's ability to learn and enhance their approaches to learning.
E.g. To encourage collaboration.
E.g. To help children reflect on their own learning processes.
E.g. To teach children to teach each other how to use particular programs.

Affective Tool - Using computers as tools to support and enhance the affective aspects of children's learning.
E.g. To develop their confidence and/or self-esteem (for example by allowing a child who may be perceived as 'less able' to teach other children how to use a new program).
E.g. Using computers to help motivate children.

Other - Using the computer in a way that is not covered by IT or Learning Tool. Other thus includes objectives that do not relate directly to learning outcomes and/or where no learning is apparent. Objectives for using computers that fall within this category may be focussed on practical aspects of the learning situation or the larger context in which the computer use is taking place.
E.g. Using computers in order to respond to pressure to do so from children, their parents, colleagues and/or external agencies.
E.g. Allowing children to use the computer as a reward or holding activity whilst the teacher is working elsewhere. An example of this would be allowing children who have finished other work to 'go on the computer'.
E.g. Using a computer in order to make the teacher's workload or classroom management easier or more enjoyable.
E.g. Using computers as a mechanism for presenting the school in a good light or in order to be seen to be using them.
E.g. Other would apply where no learning is evident

It is clear than in any one learning situation where computers are being used all three Foci will always apply to some extent. The important issue is the relative balance between the three Foci.

Definition of the Mode dimension
The Mode dimension is concerned with the impact that computer use has on the curriculum. The curriculum is taken here to include all aspects of practice surrounding computer use:

• The content (including but going beyond the explicit curriculum as set down in guidelines/curriculum documents but excluding the IT curriculum - i.e. excluding aspects dealing with how to operate the computer/software);
• The processes.

The Mode dimension of the CPF is sub-divided into three categories:

Support - The learning objectives (excluding those relating specifically to IT) remain the same but the process is automated in some way. Support is thus about improving efficiency and effectiveness without changing curriculum content.

Extend - The curriculum content and/or process are different, but these changes could have taken place in a classroom context without a computer.

Transform - The curriculum content and/or process are different, and these changes could not have taken place in a classroom context without a computer.

It is important to remember when applying the Mode that it does NOT apply to those objectives specifically relating to IT.

Applying the CPF
It is very important when applying the CPF to distinguish between aspirations, intentions and what is achieved in practice. The CPF can be applied at each of these 'levels' - but it is clear that there is a difference between each level. For example, what we intend to achieve with ICT is often not the same as what we actually achieve during implementation.

As indicated in CPF Figure 1, the Focus dimension only applies when there is some computer use and the Mode dimension only applies when the computer use falls into the Learning Tool category on the Focus dimension.

Scope and limitations of the CPF
The CPF is designed as a conceptual tool for thinking about and comparing the educational practices surrounding computer use. It is not intended to provide a precise 'measure' of those practices.

The CPF focuses on educational practice, but it does not attempt to explain the underlying factors on which those practices are based. Thus it does not attempt to identify causal relationships between underpinning variables and resultant practice.

The CPF does not attempt to indicate the significance of any changes in practice that take place. It can be used to identify the degree of change that exists between two contexts. However, in order to determine the significance of any such change requires the further imposition of value judgements about the relative importance of different patterns of practice across the three dimension of the CPF.

Further information is available about:

• the influences that lead to the development of the CPF
• how the CPF has evolved over time
• further work that is needed on the CPF

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This page is maintained by Peter Twining (PeterT@meD8.info)
Last updated 2nd May 2003