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European Schoolnet and the University of Liège
European Commission
Policy Makers
Over 10 pages
This survey was carried out among teachers and students in the 28 countries of the European Union and in Iceland, Norway and Turkey (later excluding the results of Germany, Iceland, the Netherlands and the United Kingdom for lack of participants). It provides a detailed comparative review of the use of ICT in education followed by recommendations for policy-makers. It addresses: 1) the infrastructure in schools, 2) the use of this infrastructure, 3) ICT-based activities, 4) professional development and confidence in using ICT, 5) school policies, strategies, incentives and support, 6) attitudes and opinions, 7) trends over time and 8) patterns and profiles.
Here are some of its noteworthy findings:
- Scandinavian countries have the best equipment rate, while Eastern and Southern (Italy, Greece) countries have the lowest.
- Teachers and students use ICT at school more often when there are internal specific initiatives to encourage it.
- How often students use ICT is also influenced by their teachers’ confidence, which is increasing compared to previous surveys.
- 20% of students under 13 have (almost) never used computers in class.
- In the European Union, more than 50% of students work at least once a week on a desktop computer and one out of third on an interactive whiteboard. Between 28 and 46% of students say they use their own mobile phone at school for educational purpose at least once a week.
- There is no apparent correlation between the equipment level in schools and their use by students although teachers and headmasters state it is the main obstacle to the use of ICT in education.
- Teachers use ICT first and foremost to prepare their lessons.
- Digital resources such as exercise software, online tests and quizzes, data-logging tools and computer simulation are still very rarely used by students during their lessons. ICT-based activities at home are more frequent.
- ICT training for teaching and learning is rarely compulsory. Teachers rather train on their own time.
- Teachers are less confident in the use of social media than in their operating skills.
- Students’ confidence in their own operating skills, in using social media and the internet safely is higher when they have access to computers at home AND at school.
It is interesting to read this European survey in comparison with the Belgian survey “ICT equipment and use 2013 in Walloon schools” (or other national surveys on the same subject). It is no surprise that many tendencies are identical in French-speaking Belgium and at a European level:
- Confidence is a huge factor in the use of ICT in class, and although it is increasing, it is still far from satisfying.
- Teachers rather use technologies to prepare their lessons than in class.
- Students use ICT more often at home than at school.
- Primary schools are lagging behind in terms of ICT use. The survey shows that the higher the level, the more computers there are per students. This tendency is particularly strong in Belgium.
- Training in ICT for education is insufficient
- There is one computer per seven students in Walloon secondary schools, which is the low European average (between three and seven students per computer).
It is noteworthy that, while (in Belgium as well as in Europe) teachers and headmasters blame the need of equipment for the lack of use of ICT in class, no correlation was found between the use of the said equipment by students and its level. The teacher’s confidence is a much stronger factor.
In the use of ICT at school, Belgium tends to be below average in most categories. The lack of laptops pointed out in the Belgian survey is confirmed here and goes against the European tendencies.

Comments about this Publication

Your comments are welcome

Date: 2014.07.10

Posted by Michelle Starr (Ireland)

Message: Survey responses from students, teachers, principals analysed during schools year 2011/2012 of ICT infrastructure and use, confidence and attitudes in schools across Europe.

Findings include:
• Infrastructure across Europe is good with more than 9 out 10 students in schools with broadband and 50% students are in schools in highly equipped schools i.e computers and broadband however only 35% grades 4 -8 are in highly equipped schools. Grade 11 vocational students are more than twice as likely as those at other grades to be in a school where teachers use ICT in the majority of classes.
No overall relationship was found between high levels of infrastructure provision and student and teacher use, confidence and attitudes.
 Teachers use ICT mainly for class preparation and only a few use it during lessons. Digital resources such as exercise softare, online tests and quizzes, data-logging tools,computer simulations are very rarely used by students during lessons and is a concern. Students’ ICT-based activities related to learning are more frequent at home.
Teacher participation in ICT training is rarely compulsory. Although online resources and networks are widely available across Europe, only a minority are used by schools. V large difference between countries.
The report recommends that policies and actions are put in place that support teacher CPD through on-line learning communities, blended learning etc.

Only 20% of students are in schools where ICT is used generally in T&L. The two most frequent incentives used to reward teachers for using ICT in T&L are additional ICT equipment for the class and additional training hours and pedagogical support. The report recommends that all of following actions such as implementing policies about ICT integration in T&L, implementing incentives to reward teachers, promoting collaboration among teachers about ICT practice and providing them with time. Students use of ICT for learning during lessons is related to teachers’ confidence level in their own ICT competencies, their opinion about the relevance of ICT use for T&L and their access to IT.

Date: 2013.12.19

Posted by Lucie Pickova (Czech Republic)

Message: 1. Which kinds of successful experiences does the publication describe? The author describes a survey of schools - ICT in education.
2. - Why is this publication relevant? ICT has its place in teaching. Nowdays children encouter with a computer at an early age and they should learn to use it for studying, not only for games. If they have the support of their teachers, lessons could be more modern and fun for them. However, it is necessary to train teachers how to exploit the potential and take advantage of all the opportunities that ICT offers.
3. Is this publication useful for you? Yes, it is a nice inspiration how to use more ICTs in chemistry teaching.
Content is relevant and useful, closely linked to the objectives of the project.

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.