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PUBLICATION INFORMATION

TITLE OF PUBLICATION

ICT EQUIPMENT AND USE 2013 IN WALLOON SCHOOLS
ICT EQUIPMENT AND USE 2013 IN WALLOON SCHOOLS

NAME OF AUTHOR(S)

Agence Wallonne des Télécommunications

NAME OF PUBLISHER

Agence Wallonne des Télécommunications

YEAR OF PUBLICATION

2013

LANGUAGE OF PUBLICATION

French

PUBLICATION TYPOLOGY

Research

TARGET GROUP OF PUBLICATION

Policy Makers

SIZE OF THE PUBLICATION

Over 10 pages

DESCRIPTION OF CONTENTS

This is a survey of the use of digital technologies in schools in French-speaking Belgium (“Fédération Wallonie-Bruxelles”). Its conclusions are ordered in three categories:

1) ICT material in schools
2) Teachers and ICT
3) Use of ICT in classes

1) ICT Material in schools:
The number of computers in schools has increased by 28% in recent years. There is one computer per seven students in secondary schools and one per twelve pupils in primary schools. The IT stock has also been modernised: 65% of those computers are less than three years old. Laptops and tablets are only 8% of the total of computer equipment. There are two thousand interactive whiteboard in 27% of schools while they were almost nonexistent a few years earlier, but many schools have actually only one IWB. The number of video projectors has also doubled. These numbers show the situation is improving in French-speaking Belgium. However the availability of equipment is still much below that in other European countries, as shown in the European report “Survey for Schools: ICT in Education”. Regarding the internet connection, all the schools have at least one, but many have a low-speed connection. More than the half (55%) of schools have WiFi.

2) Teachers and ICT:
A bit more than half of schools have a “resource person”, who is in charge of the technical management of the equipment and sometimes provides support to use it with an educational purpose. This person often works on a voluntary basis. One third of schools have ICT in their educational project and most secondary schools have their own website (against half of primary schools). Some use it to give parents information and a minority (15%) to disseminate educational resources.
Almost all teachers have a personal computer and internet connection at home; they tend to have the same number of computers and tablets as the rest of the population and use the internet a bit more frequently, while the rate of smartphone possession is below average. Between one quarter and one third of teachers had ICT courses during their training. A bit more than half of teachers have had at least one day of training in ICT during their career, a bit less than the half were trained to use ICT with an educational purpose. Only 8% of teachers say they regularly improve their command of computer technologies. Around two thirds of teachers consider their command of computer tools is adapted to their professional practice. Almost all teachers use computers and the internet to prepare their lessons and many of them to manage their students’ data. However few of them also use digital tools in class.

3) Use of ICT in classes
The low rate of digital tools use in class is not related to the age or generation, but rather to a combination of material availability, appropriate continuing training and teachers’ enthusiasm or curiosity. The most influential technical factors are the availability of an internet connection in class associated with a laptop computer and a video projector. Continuing training in ICT for education is also an important factor.

REVIEWER’S COMMENTS ON THE PUBLICATION

The survey shows that, if there is improvement in ICT use and equipment for educational purposes, there is still much to do to reach the European average. The survey shows that all the components are important: the schools needs appropriate equipment and internet connections, the teachers need to be trained (continuously!) to use ICT for education and to receive technical help. Teachers need to be at the heart of this evolution; many complain they are not sufficiently supported in their efforts. The Walloon Agency of Telecommunications, which is behind this survey, suggests seven measures to improve the situation:
1) Developing and improving the network infrastructure, which includes an internet connection for each classroom.
2) Raising the number of connected computers. Schools already have many desktop computers so they should be equipped with mobile material (laptop, tablets...).
3) Training and assisting teachers to an educational use of ICT. It is indispensable to raise their confidence so that they use ICT in class.
4) Creating favourable conditions to command ICT in school. Training and “resource people” to provide assistance (not replace!) teachers in the use of ICT and giving those people a status.
5) Fostering the creation of digital resources and expertise sharing. This could be done through call to projects and supports to initiatives.
6) Setting up a narrower cooperation between the people active in digital development.
The survey also shows a large discrepancy between secondary and primary school, in the latter’s disadvantage.

WHERE TO FIND IT

http://www.awt.be/contenu/tel/dem/AWT-Barom%C3%A8tre_%C3%A9ducation.pdf

NAME OF THE REVIEWING ORGANISATION

Inforef

Comments about this Publication

Your comments are welcome

Date: 2014.04.03

Posted by Mária Smreková (Slovakia)

Message: Publication describes examples of reality that means current state and opportunities of ICT in Walloon Schools, focusing on hardware and software equipment and general ICT skills of staff. Publication is relevatnt because survey shows that all ITC components are important schools needs appropriate equipment and internet connections, the teachers need to be trained in using ICT for education and to receive technical help. Many teachers use computers and the internet to prepare their lessons and many of them to manage their students’ data but now ITC skills should be more focusing on using this technology to reach goals in education processes in schools in more specific and creative ways. This publication give no new ways or solutions, describes only reality and some date can be used as new way.

Date: 2014.02.21

Posted by Mariusz Jarocki (Poland)

Message: The article describes current state and future opportunities of ICT in Walloon Schools, focusing on hardware/software equipment and general ICT skills of staff. The analysis is precise but I feel a lack of direct links to the most interesting issues for The Chemistry is all around Network Project. To make them related to the issues, it is required to identify relations between the technology, the skills and results of teaching processes. In my opinion, in 21st Century ICT has become so available that attention should be focused on the methodology of using the existing technology, rather than on its development. Skills required to realize the goal are not related to those listed in the document - less common, more specific and creative. The document is valuable as a base to further considerations, related to the project.

Date: 2014.01.16

Posted by Eva Krchova (Czech republic)

Message: 1) Which kinds of successful experiences does the publication describe? It describes examples of reality. In numbers this shows us data according it we can make a solution. The survey shows that, if there is improvement in ICT use and equipment for educational purposes, there is still much to do to reach the European average. The survey shows that all the components are important: the schools needs appropriate equipment and internet connections, the teachers need to be trained (continuously!) to use ICT for education and to receive technical help.
2) Why is this publication relevant? How does the publication help teachers? This is a survey of the use of digital technologies in schools. It is relevant. The article describes us the most influential technical factors. We have the availability of an internet connection in class associated with a laptop computer and a video projector. Continuing training in ICT for education is also an important factor.
3) Does the publication propose solutions in order to exploit at secondary school level the most recent findings in the field of chemistry? According my opinion no. It describes only reality, not future solution. Maybe some data can be used like navigator. This can give us idea that situation of improving chemistry is increasing. Increase these numbers is marginal.
4) Does the publication suggest how to use ICTs in the teaching of chemistry? Almost all teachers have a personal computer and internet connection at home; they tend to have the same number of computers and tablets as the rest of the population and use the internet a bit more frequently, while the rate of smartphone possession is below average. Almost all teachers use computers and the internet to prepare their lessons and many of them to manage their students’ data. However few of them also use digital tools in class. This shows u show are ICT tools used in teaching chemistry. But we have to improve this relationship, make these tools more practical and more often.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.