3.4 Describe the sorts of problems that might occur when supporting learners using ICT and how to deal with these

This guide will help you answer 3.4 Describe the sorts of problems that might occur when supporting learners using ICT and how to deal with these.

Supporting learners with ICT can be rewarding, but it can lead to different types of problems. These problems may affect learners’ progress and confidence. As a teaching assistant, you need to spot these issues and respond quickly. Problems can be technical, skill-based, behavioural or linked to accessibility.

Understanding the range of possible issues will help you give the right kind of support.

Technical Failures

Technical failures happen when equipment or software does not work as expected. This can be costly in lost learning time.

Examples include:

• Computers not starting
• Slow internet connection
• Printers not working
• Software crashes during use
• Frozen screens
• Damaged or missing cables

When this happens, learners may feel anxious or frustrated. You should stay calm and help them focus on an alternative until the problem is fixed.

Practical steps include:

• Restart the computer or device
• Check cables and connections are secure
• Confirm the equipment is turned on and receiving power
• Switch to backup equipment if available
• Report problems to technical staff quickly

Keeping a clear process for reporting and fixing technical failures prevents repeated disruption.

Software Compatibility Problems

Sometimes a file or program does not work with the device the learner is using. This is a software compatibility problem.

Common scenarios are:

• A learner cannot open a file at school that was saved at home in a newer format
• A website does not work properly on a certain browser
• Educational apps not running on older systems

Ways to deal with this:

• Use universal file formats, such as PDF for documents
• Ask learners to save work in formats supported by the school system
• Keep browsers updated
• Use an alternative program or online tool that does the same job

Planning in advance can reduce this problem. Make sure learners know which formats and systems work in school.

User Error

Many ICT issues occur because a learner makes a mistake when using a device or program. This may be from misunderstanding instructions or pressing the wrong button.

Examples include:

• Deleting files by accident
• Closing a program without saving work
• Entering the wrong password multiple times
• Clicking on the wrong link and becoming confused

To respond:

• Use clear and simple instructions before learners start
• Give them time to practise with support
• Encourage them to read on-screen messages before clicking
• Show them how to undo actions

By building learners’ skills, user error can be reduced in future lessons.

Forgotten Passwords and Login Issues

Learners often forget usernames or passwords for school systems. Security rules may lock accounts after several failed attempts. This can block access to resources.

To address this:

• Keep a secure record of learner usernames in a locked staff file
• Remind learners not to share passwords with others
• Teach strategies like creating passwords using memorable phrases
• Support them in contacting technical staff for resets

This protects both access and security.

Internet Safety and Online Behaviour

ICT brings internet access, which can lead to safety problems. Learners may visit unsuitable websites, click unsafe links or chat to strangers online.

These risks include:

• Exposure to harmful content
• Online bullying through messages or social media
• Downloading files that carry viruses

To deal with these:

• Follow the school’s internet safety policy
• Supervise ICT use closely
• Teach learners about safe searching and recognising harmful links
• Use filtering software to block unsafe sites
• Report any serious incidents to safeguarding staff

This builds a safe learning environment.

Accessibility Problems

Some learners have special needs that make ICT use harder. This can include visual impairments, hearing loss or physical difficulties.

Common barriers are:

• Text too small to read on screen
• Sound unclear or missing from educational videos
• Difficulty controlling a mouse or keyboard

You can support by:

• Adjusting settings to change font size and contrast
• Checking subtitles are available for videos
• Using adaptive devices such as trackballs or touchscreen systems
• Providing alternative resources if the ICT task cannot be adapted easily

Making ICT accessible helps all learners participate fully.

Distractions During ICT Use

ICT can be engaging, but it can also lead to distraction. Learners might open non-educational websites, play games or use chat features during lessons.

Ways to manage distraction include:

• Keep lesson tasks clear and time-bound
• Seat learners so that screens can be monitored easily
• Use software that lets the teacher view all screens at once
• Remind learners about appropriate use before sessions begin
• Remove access to unneeded programmes during lessons

This supports focus and keeps tasks on track.

Data Loss

Learners can lose work if files are not saved properly or if systems fail.

Reasons for data loss include:

• Power cuts during work
• Exiting a program without saving changes
• Saving to the wrong place where the file cannot be found
• Technical faults with storage devices

Preventive steps are:

• Teach learners to save work regularly
• Encourage saving to cloud storage where available
• Back up important files on shared drives
• Remind them to check storage paths before saving

Quick action after a loss may retrieve the file, but prevention is always better.

Virus and Malware Problems

Viruses and malware can damage equipment and put personal data at risk. Learners may cause problems by downloading unsafe files or connecting infected USB drives.

Prevent this by:

• Teaching learners what safe downloads look like
• Using reliable antivirus software on all devices
• Running regular scans
• Avoiding the use of personal media devices unless checked by staff

If a device is affected, report it immediately and remove it from the network until cleaned.

Group Work and ICT

Sometimes ICT activities are done in groups. Problems can happen if one learner takes over or others do not engage fully. Skills levels may differ widely, which can cause frustration.

To manage this:

• Assign clear roles in group work
• Rotate tasks so all learners use ICT equipment
• Pair less confident learners with more able partners who can guide without taking control
• Encourage respectful communication

This supports fairness and shared learning.

Lack of Confidence with ICT

Some learners feel nervous about using technology. They may hesitate to take part or ask for help repeatedly.

You can help by:

• Giving short practice sessions before main tasks
• Breaking tasks into simple steps
• Praising effort and progress
• Offering supportive feedback without judgement

Confidence often grows when learners know they can try without punishment for mistakes.

Problems with Peripherals and Extra Equipment

ICT lessons may use printers, scanners, microphones, projectors or cameras. These can fail or cause delays.

Examples are:

• Paper jams in printers
• Scanner not recognised by the computer
• Microphone picking up background noise
• Projector image unclear or misaligned

To handle this:

• Check devices before lessons begin
• Keep spare equipment where possible
• Learn basic troubleshooting for each device
• Decide on an alternative activity if the device cannot be fixed during the lesson

Preparation limits disruption.

Following School Procedures

When problems occur with ICT, schools often have clear rules for reporting and handling them. This is important for safety and record-keeping.

Actions may include:

• Filling in a fault report for technical staff
• Logging safeguarding incidents that involve online behaviour
• Recording how the problem was managed to track patterns over time

By following procedures, you help protect learners and keep systems running.

Maintaining Professional Boundaries

ICT support should be professional at all times. Avoid working one-to-one online without approval and never share personal contact information with learners through digital means.

This protects both you and the learner. Use official school platforms for all communication.

Final Thoughts

Supporting learners with ICT means being ready to handle technical, behavioural and skill-based problems. A calm response, clear communication and knowledge of school policies will help you manage these situations effectively.

By watching for common issues and preparing strategies to deal with them, you can keep lessons flowing and support learners in building positive ICT skills. Problems are part of working with technology, but with awareness and planning, they can be managed well.