ICT use at primary school to teach Physics: Is the software that makes the difference or the method of its use in class?

How adaptable can educational software be to various teaching and learning styles? Can it easily blend into an ordinary class teaching-mode, and if so will the quality of its teaching suffer, or not? Is self-directed learning to be considered the realm of mostly older or even adult students, or could software also be used to teach more advanced students of a younger age? As a corollary, could software that was expressly designed to be utilised in an individual learning, quasi self-directed mode, be adaptable enough to yield credible educational results when used in an exhibition-mode style in class, so as to better blend with other teaching and learning methods? Is it feasible to envisage a way by which while software is used in class by the teacher to demonstrate a point, some of the gifted and specially interested pupils can access the same program online to further enhance their experience on the subject taught, acting on their own to perhaps double the rate of information delivery? These are important educational issues open for investigation, some of which the present article will attempt to start investigating, using a specially designed and proven ICT-based Science Education software. Measurements were made in which 3 groups of primary-school children participated to the total number of 166. Students´ ideas on the subjects taught were measured before and after instruction using ICT. Comparative results concerning students´ achievements are presented herein while testing the aforementioned software to these 10-12 year olds. Some interested results are presented herein. It seems that the most important factor is the quality of the educational software used, and not the implementation method chosen.