Additionally, teachers have evaded the idea due to an absence of motivation, the pressure to advance test results (Liu and Szabo, 2009) and inadequate knowledge of how to integrate ICT into the curriculum (Honan, 2008). This ‘inadequate knowledge’ displays that students are not always getting the full benefits of ICT in education even though it has been recognised to influence students learning (Finkenberg et al, 2005) and affect the development and progression of students regarding their holistic growth. The iPad can act as a facilitator towards developing the different domains if integrated correctly, if not then the central area being affected can be the Social and Emotional Aspects of Learning within the (SEAL) programme. The SEAL Programme advocates that for schools that want to engage fully in the application of plans designed to promote and develop social and emotional learning, they recommend that resources and time are made accessible to the staff to permit them to do so (DfE, 2010). The application of the SEAL programme would then be reliant on the culture of the school as the incorporating of technology into education depends on the perception and vision of the school rather than the teacher (Plomp et al, 2007). The students’ progress will be impacted as it is down to the availability and support of technology in schools have an effect on the technology integration efforts made by teachers (Fu, 2013) which is a drawback as if teachers are provided with adequate and reliable access to hardware/software and sufficient technical support, they can be more productive (Chen, 2010).

Supplementary to this, there is a rhetoric of how ICT can be used and how it is used within education and that promises/expectations of widening participation, increased motivation and better levels of attainment is exaggerated (Selwyn, 2014). There is substantial research which suggests that tec