20131017 Surveys of schools: ICT in education

Surveys of school: ICT in education

Digital agenda för Sverige

Sverige ska bli bäst i världen på att utnyttja informationsteknikens möjligheter

För skolans del ligger huvudansvaret hos kommuner och kommersiella aktörer

Figures are rounded to the nearest whole number throughout the report, and to one or two decimal places in certain figures, were appropriate.

‘EU’ figures are calculated and weighted for the countries in the EU27 for which data is available, and exclude countries in the survey but not in the European Union (i.e. Croatia, Iceland, Norwayand Turkey).

Survey responses from schools in Germany, Iceland, the Netherlands and the United Kingdom are excluded as the response rates were below threshold levels.

The authors would like to thank the 190,000 students, teachers and head teachers in over 11,000 schools, for giving their time to participate in this first online survey on this scale of schools in Europe, and to the 31 national coordinators and survey Steering Committee for their guidance.

Lågt deltagande

However, results at certain levels for certain countries, although included, should be interpreted with relatively more care, i.e. Austria grade 11 general, Denmark at grades 4, 8 and 11 general, France at all grades, Greece at grade 11 vocational, Luxembourg at grade 11 general, Norway at grade 11 general and vocational, Slovenia at grade 11 vocational, Sweden all grades and Turkey grade 4 and 8.

Antal datorer

Antal datorer

Antal uppkopplade datorer

Antal uppkopplade datorer

Andel fungerande datorer

Interaktiva skrivtavlor

Projektorer

Lärplattform

Lärplattform

High equipment levels / Fast broadband (10mbps or more) / High connectedness (type 1)Lower equipment levels / Slow (less than 10mbps) or no broadband / Some connectedness (type 2)Low equipment levels / Slow (less than 10mbps) or no broadband / No connectedness (type 3)

Lärarnas användning

Elevernas användning

Rektorer om hinder för användande

Hinder för användande

Användande

A factorial analysis of a large set of ICT based activities declared by the students has been processed, out of which one frequency scale emerged from 1 to 4 (1 meaning never or almost never; 2: several times a month; 3: at least once a week; and 4: every day or almost every day).

Lärares kompetensutveckling

Teachers' involvement in personal learning about ICT in their own time(in % of students; by country; 2011-12)

Lärares kompetensutveckling

Lärares kompetensutveckling

Lärares kompetensutveckling

Lärares kompetensutveckling

Elevernas kompetens

Elevernas kompetens

Elevernas kompetens

Strategier

Strategier

Strategier

Lokalt stöd

Lokalt stöd

Hur it påverkar lärandet

The questionnaire to students (question ST16) investigates their opinion about the impact of ICT use on their own learning on specific issues as concentration, trying harder, understanding, remembering, autonomy, and collaboration. It also addresses the impact of ICT use on the class climate. Students were invited to express their opinion about positive impact on a four levels Likert scale from ‘not at all’, ‘a little’, ‘somewhat’, to ‘a lot’.

Klusteranalys

According to the present survey and the cluster analysis presented above, the digitally supportive school can be defined as a school where policy & concrete support measures as teacher’s participation to professional development actions, the availability of an ICT coordinator, low obstacles to ICT use in T&L and school head positive attitudes towards ICT use in T&L, are present.

Klusteranalys

According to the present survey and the cluster analysis presented above, the digitally supportive teacher at EU level can be defined as the teacher with high access and facing low obstacles as well as being highly confident and positive.

Klusteranalys

According to the present survey and cluster analysis, the digitally supportive student at EU level can be defined as having high access/use of ICT at school and at home, this situation being associated with highest level of confidence in their ICT based skills and most positive opinions about the positive impact of ICT on T&L as well as attitudes towards computer.

Klusteranalys

Tack!

Peter Karlberg

peter.karlberg@skolverket.se

IT i skolan

http://www.slideshare.net/peterkarlberg

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