• It is learner-driven. The student must go to the computer room to do a primarily educational task, such as a history or biology assignment or task. The task is phrased in an open way i.e. encouraging the students to examine its inherent issues and to enquire further in the process of completing the task. An example would be to set an assignment on The Growth and Development of the Urban Township, which does more than ask for a repeat of the story. The task could be re-phrased to read:

How would urban townships look today if apartheid never existed?

• The teacher is the facilitator in this process, guiding where guidance is needed, whether it is in identifying issues or in using the technology. The teacher is not the "fountain of all knowledge", but can be expected to be the "coach and moderator", giving direction to the student thinking if it is required, and even calming emotions if they get out of hand! The students are learning by enquiry and processing their own knowledge.

• In searching for context one must integrate the activities of the computer room with the broad school curriculum (especially subjects / learning areas, but also sport and culture). To some extent the Softeach Computer Literacy programme sets out to achieve this. It is set in curriculum context. However, if the reason for learners going to the computer room is still primarily to learn IT skills, the true integrated approach has not been achieved. Project-based learning, with ICT as a tool, more accurately reflects the true integrated approach.

• It is highly recommended that collaborative group skills be developed in the process of this approach. Students will benefit from co-operative interaction as they enquire about and discuss the issues raised by the topic. These are valuable social skills.

• An important reason for adopting this approach is that it succeeds in making a potentially boring teaching process a fun learning process. We know that students learn by doing.

• Making use of a range of tools in an open-ended task provides opportunities for creative expression. This is also a highly valued attribute that we should develop in our students.

For such an approach to succeed, teachers do need to re-assess the nature of the learning process in their classes. Much more emphasis should be placed on open-ended questions and information skills. The Integrated Approach is a scenario that places information technology in a pivotal role in the already transforming learning process. It's success as an approach lies with the ability of the subject / class teachers to set tasks that require these skills.