Information and Communication Technologies (ICT) are now widespread in Australian schools but with variation in how, where, when and how much they are used. Computers may be located in a computer laboratory, distributed throughout the school, or students may use their own laptop computers. IT may be a subject in its own right or ICT may be used across all areas of the curriculum. It is how ICT is used in the school setting that is important in providing students with the skills to be participate in a ‘knowledge society’. This paper examines the ways in which information and communication technologies influence teaching and learning in five Australian schools. Data were gathered through observation, interviews and document analysis in schools operating at the elementary and secondary grades in relatively technology rich environments. Each of the schools participated in the Australian component of the Second Information Technology in Education Study– Module 2 (SITES‐M2) of innovative pedagogical practices. Several of the studies were of specific projects where ICT was the key enabler of the learning programme. Others focused on an entire school's approach to ICT as an agent for changed approaches to learning.

The provision of comprehensive, well-organised information on educational courses, jobs and career opportunities has been recognised as a key component of careers services in schools since the inception of such services. Recent position papers on desirable career education programs and training programs for careers teacherslcoordinators in Australia have reinforced the important role of adequate information resources. Some of the recommendations of these papers are summarised and recent Australian research on adolescents' life concerns and the perceived value of a range of potential sources of career-related information is reviewed. Findings related to information seeking by over SO00 high school students in some new research are described and discussed.

An extensive adaptation exercise was undertaken by the Australian Council for Educational Research (ACER) when it was decided to modify the 1988 version of the American ‘SIGI Plus’ (System for Interactive Guidance, plus more) (Educational Testing Service, 1981 and later dates) for Australian conditions. The information is of several kinds, requiring varying degrees of validation and checking for local appropriateness.Although the same language, English, was involved, there are substantial differences in education systems and educational pathways, and noticeable differences in occupational conditions and people’s value systems. Adaptations were needed at the level of the language (terminology), factual details relating to the vocational world (starting salaries, workplace conditions, legislation), and the educational world (educational programs, extracurricular facilities, further education). The self-assessment modules had to be adapted and then validated against Australian occupational criteria. Teams comprising occupational psychologistsfrom government departments, career teachers, and counsellors both from educational and corporate settings adapted and verified all information and assessment components. Finally, all adaptations needed to be implemented in the computer program, requiring frequent and thorough system testing. The steps in the adaptation and validation procedures are outlined following a brief discussion of elements of career guidance and a description of SIGI Plus itself.

No abstract