3.2 Give clear guidance and instructions to others on the use of ICT resources

This guide will help you answer 3.2 Give clear guidance and instructions to others on the use of ICT resources.

Supporting teaching and learning with ICT resources requires clear, simple, and accurate instructions. Staff and learners must understand how to use these tools safely and effectively. Giving clear guidance prevents mistakes, saves time, and promotes confidence in using technology.

ICT resources can include:

• Desktop computers and laptops
• Tablets and mobile devices
• Interactive whiteboards
• Projectors
• Printers and scanners
• Educational software and online platforms

When giving instructions, always use plain language and avoid technical jargon unless the audience understands it. Speak at a steady pace and check understanding as you go.

Preparing Instructions Beforehand

Preparation is important when explaining ICT use. Plan step-by-step guidance before the session. Think about possible problems and have solutions ready.

Steps to prepare:

• Identify the ICT resource to be used
• Break down each task into small steps
• Decide on clear terms to describe actions
• Prepare any visual aids or handouts
• Test the equipment before the session

Testing your instructions in advance ensures they make sense. This can be done by asking a colleague to follow them as if they were a learner.

Explaining Step-by-Step

Clear guidance means giving each step in the correct order and at the right pace. Learners should be able to follow without confusion.

Good practice when explaining:

• Start from the beginning and avoid skipping steps
• Use short sentences
• Demonstrate actions where possible
• Allow learners to copy the action after each step
• Pause frequently to check understanding

For example, when showing someone how to log in to an online learning portal, explain the screen layout before asking them to enter their password.

Using Visual Support

Many learners benefit from seeing as well as hearing instructions. Visual aids make ICT guidance easier to follow.

Visual aids can be:

• Diagrams showing buttons or menus
• Screenshots with arrows indicating areas to click
• Short videos showing the process
• Printed guides with each stage illustrated

For classroom teaching, use the interactive whiteboard to display screenshots. This lets the whole group see exactly where to find tools or menus.

Giving Instructions for Different Abilities

Learners in a school setting can have varied ICT skills. Some may be confident, while others have very limited experience.

Adapting instructions for different levels:

• For beginners, explain basic terms such as ‘icon’, ‘menu’, or ‘cursor’
• Give extra time for practice
• Provide one-to-one support where possible
• Avoid giving too much information at once
• For advanced users, focus on more complex functions

Knowing each learner’s starting point helps guide the detail and pace of your instructions.

Ensuring Safe Use of ICT Resources

Safety guidance is a key part of ICT instruction. This covers both physical and online safety.

Safety points to explain:

• Adjusting chairs and screens to prevent strain
• Avoiding food or drinks near equipment
• Using secure passwords
• Logging out after use
• Being careful with personal data
• Recognising unsafe websites or links

Explain why each safety step matters. For example, poor posture at a computer can lead to back or neck pain.

Using Positive Language

When giving instructions, positive language helps learners feel confident. Avoid making people feel worried about mistakes.

Examples:

• Say, “Click here to open the file” rather than, “Don’t click the wrong button”
• Encourage learners when they complete a step correctly
• Use words like “next” or “now try” to keep momentum
• Praise effort and progress, not just the final result

Confidence grows when learners feel supported rather than judged.

Checking Learner Understanding

It is important to check that learners have understood each instruction before moving on.

Ways to check understanding:

• Ask learners to explain what they have just done
• Watch them complete the step unaided
• Ask clear, direct questions
• Give small practice tasks before moving to the next stage

Spotting misunderstanding early helps to correct errors before they become habits.

Adjusting Instructions in Real Time

You may need to change your guidance on the spot. If learners look puzzled or are struggling, slow down and rephrase.

How to adjust effectively:

• Repeat instructions using simpler terms
• Demonstrate the action again
• Provide extra examples
• Reduce the number of steps given at once

Flexibility keeps the session on track and prevents frustration.

Giving Written Instructions

Written guidance is useful for learners to refer back to after the session. It supports independent work and reinforces learning.

Tips for effective written instructions:

• Keep steps numbered and in order
• Use clear headings for different sections
• Include images or screenshots
• Avoid long blocks of text
• Use consistent wording for actions such as ‘click’, ‘open’, ‘select’

Written instructions should match what was said in the session to avoid confusion.

Encouraging Independent Use

A key aim of guidance is to help learners use ICT on their own. Encourage them to repeat tasks without help once they understand the steps.

Building independence:

• Provide practice time during sessions
• Ask learners to teach each other
• Give small challenges
• Offer positive feedback when they solve problems alone

Independence improves confidence and skills.

Giving Instructions to Colleagues

Sometimes you will be guiding fellow staff members. Treat colleagues with the same patience and clarity as learners.

Points to remember:

• Avoid assuming their ICT knowledge level
• Ask how they prefer instructions to be given
• Focus on the specific task they must complete
• Provide follow-up support if needed

Clear staff guidance improves consistency across the school and ensures resources are used correctly.

Avoiding Common Problems

ICT instructions often fail when they are rushed or too complex.

Common mistakes to avoid:

• Giving too many steps at once
• Using technical language without explanation
• Assuming the learner already knows where to find tools or menus
• Not checking that equipment works before starting
• Ignoring signs that learners are confused

Addressing these problems keeps ICT use smooth and effective.

Using ICT Policies as a Guide

Schools have policies and procedures for using technology. These set rules for safe and fair ICT use.

Including policy points in guidance:

• Restrictions on certain websites
• Rules for storing and sharing files
• Password protocols
• Internet safety guidance for pupils
• Guidelines on email use

Policies help safeguard learners and staff. Always follow them when giving ICT instructions.

Supporting Learners with Special Educational Needs

Some learners may have additional needs that affect how they use ICT. This could include physical, sensory, or cognitive differences.

Ways to adapt instructions:

• Use larger print or high-contrast on-screen displays
• Give more verbal prompts
• Provide adaptive technology such as screen readers
• Offer extra practice sessions
• Break tasks into very small steps

Checking with the SEN coordinator can help identify the best approach for each learner.

Using Questions to Guide ICT Learning

Questions can encourage thinking and problem-solving during ICT use. They make learners engage with the task more actively.

Effective questions could include:

• “Which icon do you think opens the file?”
• “What happens if you right-click here?”
• “Can you find another way to do that?”
• “What should you do after typing your password?”

Questions turn a passive task into active learning.

Giving Clear Instructions When Using Online Platforms

Many schools use online learning platforms, cloud storage, or virtual classrooms. These can be confusing without precise guidance.

Points to cover:

• Logging in and out securely
• Navigating the homepage or dashboard
• Uploading and downloading files
• Accessing class resources
• Communicating via built-in message systems

Show each process step-by-step and allow learners to practise more than once.

Timing Guidance

The timing of instructions affects how well they are understood. Giving too much detail at once can overwhelm learners.

Timing tips:

• Introduce the task in simple terms first
• Give one or two steps at a time
• Allow practice before adding more steps
• Vary pace based on learner confidence

Good timing results in steady learning without pressure.

Supporting Remote Guidance

Sometimes ICT instruction must happen remotely, for example via video call or online document sharing.

Remote guidance tips:

• Share your screen so learners can see actions
• Use clear voice and avoid speaking too quickly
• Send written steps after the call
• Ask learners to show you their screen when possible
• Check in regularly for progress updates

This keeps learners engaged even when not in the same room.

Reinforcing Learning

Repeating instructions at key points helps learners remember them. Repetition does not mean saying the same thing word for word, but rephrasing and re-demonstrating.

Ways to reinforce:

• End the session by summarising the main steps
• Ask learners to repeat the process unaided
• Provide short refresher tasks in later sessions
• Link new skills to previous lessons

Reinforcement builds lasting ICT confidence.

Final Thoughts

Giving clear guidance on ICT resources is more than just showing how to click and type. It involves careful preparation, patience, and adapting your approach to suit each learner or colleague. Every instruction should move them closer to being able to use technology safely, independently, and with confidence.

Successful ICT use in schools depends on clear communication and attention to the needs of the learners. Keep instructions simple, avoid unnecessary jargon, and always check understanding. This approach will help build skills that support both learning and everyday school life.