How to Revise ICT and Society — Pearson Education Ltd A-Level Digital Skills & IT

Evaluate the social impact of ICT. Discuss issues of access and equality

Examiner Tips for ICT and Society

• Structure responses around a clear evaluative framework (e.g., PEEL) to ensure each point is analysed and judged, not just described.
• Use precise terminology from the unit (e.g., 'digital-by-default', 'information poverty') to demonstrate depth and secure higher marks.
• When discussing access, always reference a specific barrier and its real-world impact on an identifiable group to show applied understanding.
• When answering scenario-based questions, always explicitly state the name of the legislation, the specific section or principle it relates to, and how the scenario facts apply.
• For ethics discussions, structure your answer using an ethical framework (e.g., consequence-based vs. duty-based) to demonstrate higher-order thinking and earn top marks.

Common Mistakes in ICT and Society

• Students often state impacts without critical evaluation, merely listing effects without assessing severity, scale, or contingency.
• Confusing 'access' purely with infrastructure availability, neglecting socio-cultural, economic, or disability-related dimensions of equality.
• Overgeneralising the benefits of ICT without acknowledging unintended consequences such as algorithmic bias or erosion of privacy.
• Confusing the Data Protection Act with the Freedom of Information Act; the former governs personal data, the latter public access to information.
• Failing to distinguish between legal requirements and ethical guidelines; stating that breaking an ethical code is automatically illegal.
• Citing legislation without explaining its relevance to the given scenario, resulting in generic, non-applied answers.

Key Marking Points

• Award credit for demonstrating evaluation of both positive and negative social impacts, supported by relevant contemporary examples (e.g., social media effects on mental health, remote working trends).
• Credit discussion that explicitly links ICT developments to specific access/equality issues, referencing concepts like the digital divide, accessibility standards (WCAG), or affordability barriers.
• Assessors should expect evidence of analysis that weighs consequences for diverse groups (e.g., elderly, low-income, disabled users) rather than generic commentary.
• Award credit for accurately citing and explaining the key provisions of at least two relevant pieces of legislation, such as the Data Protection Act 2018 and the Computer Misuse Act 1990.