3 Literature Review Steps en

Study of the impact of technology in primary schools
Final Report
Part 3: Literature review analysis
Author: Anja Balanskat
This report is part of the full final report of the STEPS study
steps.eun.org
Public Services Contract n EACEA/2007/4013
CONTENTS
1. Background and challenges ............................................................................................................... 3 2. Approach ............................................................................................................................................. 4 2.1 Overview of studies reviewed ........................................................................................................... 4 3. Impact on learners and learning ......................................................................................................... 6 3.1 Use of ICT at home and at school A different approach .................................................................. 6 3.2 Pupils skills and competencies ...................................................................................................... 11 3.3 Learning outcomes ........................................................................................................................ 12 4. Impact on teachers and teaching ...................................................................................................... 17 4.1 Teachers attitude towards ICT ....................................................................................................... 17 4.2 Teachers use of ICT...................................................................................................................... 18 4.3 Teachers skills and competencies ................................................................................................. 19 4.4 Teachers professional development .............................................................................................. 22 5. Impact on school ............................................................................................................................... 27 5.1 ICT infrastructure and resource allocation ....................................................................................... 27 5.2 ICT and the curriculum ................................................................................................................... 28 5.3 Use of knowledge sharing systems and virtual learning environments ............................................. 31 5.4 ICT planning and support ............................................................................................................... 33 6. Implications of findings and concluding remarks ............................................................................ 35 6.1 Implication of findings .................................................................................................................... 35 6.2 The focus of research .................................................................................................................... 37 7. References......................................................................................................................................... 39 7.1 Primary sources - Core impact studies ........................................................................................... 39 7.2 Secondary sources ........................................................................................................................ 43
The views expressed in this work are those of the contributors and do not necessarily reflect those of the European Commission. This study has been commissioned by the European Commission, Directorate General Education and Culture. European Commission
1. BACKGRO UND AND CHALLENGES
The literature review of the STEPS study represents a new approach to collecting evidence on the impact of ICT in primary schools. The review aims to provide evidence on the impact of ICT in primary schools from the EU 27 plus Norway, Liechtenstein and Iceland, which is unique in terms of coverage. This need arose from the findings of the ICT impact report stating that evidence or access to evidence on the impact of ICT in schools is unevenly spread across Europe:
Many of the findings relate to the United Kingdom and to England in particular. They are mostly in English. There are gaps in what is known about other countries. No doubt some evidence exists and efforts should be made to identify it and ensure it is translated. If it does not exist, efforts should be made to support trans-national studies to ensure good coverage and reliable results. 1
The challenge was twofold: to identify evidence in all EU countries covered by the STEPS study and to make findings from national studies, mainly in the national language, accessible in English for a wider European audience. In some countries, where research is fragmented, accessibility to studies therefore poses a major challenge. Furthermore, the study seeks evidence in the particular education domain of primary education, adding to the difficulty. In many studies, evidence does not distinguish between primary and secondary education. Moreover, the aim was to cover the most important and relevant national studies in the field that meet the criteria for inclusion, specifically providing evidence of impact on teachers, learners and the school based on a sound methodology. Once studies were identified, a common approach to reporting and data input, mainly in English, needed to be established.
Balanskat, A., Blamire, R., Kefala, S. (2006). The ICT impact report-A review of Studies of ICT impact on schools in Europe. Brussels, Belgium: European Schoolnet.
2. APPROACH
The methodology for the literature review is detailed in the overall methodology of the STEPS study, which also contains the main templates and guidance sheets used in the literature review (see Annex 3 Methodology). The following chapter gives only a short overview of the main approach taken. In the beginning of the study National Correspondents identified a contact person for the literature review who was asked to: identify a number of key studies (between two and six) in their country based on the selection criteria summarise in English the main results as they relate to the objectives of the literature review describe the studies using a common template.
National Correspondents received a guidance sheet outlining the specific objectives of the review, the selection criteria, and a definition of impact. The common template was established in line with the STEPS overall analytical framework. It contains the main impact areas as defined in the overall analytical framework regarding the impact of ICT on teachers, learners and schools. It consists of two parts: Template 1 asked for general information on the study (e.g. summary, bibliographical details, methods and scope). Template 2 covered key evidence of ICT impact on teachers, learners and the school according to specific indicators (e.g. test scores in subjects, learners skills and competences) as well as enablers and barriers for the effective integration of ICT in primary schools. National Correspondents were asked to submit the information online into a knowledge base, leading to a repository of relevant studies in the field. The final input was monitored, verified with National Correspondents and analysed against the key impact areas of the analytical framework. Findings from the studies reported and analysed in this report have to be seen in the specific contexts of the studies in question. Widely used terms such as digital literacy can be differently used and defined from study to study. Moreover, depending on the scope and methodology of the study, the evidence reported may refer to a smaller group of students or be of a more quantifiable nature resulting from large scale national studies referring to a national or regional situation. The reader is urged to refer to individual studies to obtain more information on the specific context of the study (e.g. large scale study, small scale study, methodologies used, scope and terms defined). 2.1 OVERVIEW OF STUDIES REVIEWED More than 60 studies from the countries surveyed were reviewed. They report mainly on national findings for the specific country or region. Furthermore, comparative international
studies, where relevant, covering multiple countries were analysed. Most studies date from 2006 (14 studies) and 2007 (19 studies). Studies do not date back to earlier than 2003. On average national correspondents identified one or two studies, with the exception of a few countries where no study was available, reported or described. The main focus was on studies providing specific evidence for the target group of primary school children in the area of ICT. As primary education is defined differently in each country, studies covering primary and lower secondary education were also included in the review. Studies covering both primary and secondary education were included if they distinguished findings for primary education separately (as opposed to secondary education). Example of countries DK, BG, PT Topics researched General ICT Example of countries Methods applied
Types of studies Policy/Project evaluations Inspection reports/National surveys Literature Reviews
use of IE, DK, FI, ES, Large- small scale UK use of NL, SE Quantitative and/or qualitative research Perception based surveys
IE, CZ, NO, Specific ES, SI ICT
UK
Home - School DE, AT ICT use Teachers use
Topical Reviews
MT
NL, IE, DK, FI, Experimental UK, ES, CY, control groups MT, NO CY, HU Longitudinal studies Case studies
Requirement studies Handbook (collection of studies)
CY
Teacher Training
DE
ICT and disadvantaged learners ICT and curriculum
HU, IE
the MT, CY, IT
Virtual Learning DK, NO, FI, SE Environments
3. IMPACT ON LEARNERS AND LEARNING
3.1 USE OF ICT AT HOME AND AT SCHOOL A DIFFERENT APPROACH STUDENTS USE ICT MORE FREQUENTLY AT HOME THAN AT SCHOOL AND PERCEIVE AN UNDERUSE OF ICT IN SCHOOLS. Already in 2005 the OECD report: Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us (OECD, 2005) stated that 86% of pupils have access to a computer at home as opposed to only 50% at school. There are a number of national studies that further reveal a discrepancy between access to and use of ICT at home and at school. Areas looked at in the studies include the availability of computers and Internet, frequency of use, activities carried out and motivation to use ICT in both environments. Studies on the use of media, computers and the Internet by young children at home and at school give important insights into: Why children use the computer or the Internet? For what kind of activities and purposes do they use it? What are the main differences between home use of ICT and ICT use at school?
In Germany and Austria, studies on media usage by young children are carried out more or less on a regular basis. In Germany the KIM study -Computer and Internet (mpfs, 2008) is a representative study on the use of media by children between 6 and 13. 1,200 children and parents were questioned on the use of different media in 2008. A similar study exists for older children (JIM study) and from previous years, which makes it possible to track findings for the two age groups and developments over time. The German KIM study shows that there is a huge discrepancy between the use of computer and the internet at home and at school especially for young children (from 6 to 13). Despite the predominance of television, computers play an important role in the everyday life of children. Every second child aged between 6 and 7 has some experience of using a computer. Overall, three quarters of children between 6 and 13 use a computer at least once in a while. They use the computer most of all to play games, for school-related activities and for the Internet. Even though the number of computer users at that age group is not growing in comparison to 2006, the use of the internet is growing among those who use a computer. Three quarters of computer users have experience in using the Internet, two-thirds access the Internet on a regular basis and one sixth of the Internet users is online every day or almost every day. Children under 10 especially use the Internet more frequently. The Internet serves as a source of information and to access childrens websites. Boys also like to play online games. The older the children are, the more important communication tools become, such as email and chat, instant messenger and online communities. One important finding of the study, which also focuses on the use of computers at school, is that computers are not really used in primary schools but rather in secondary schools. In primary schools children
mostly use learning software learning software first, only at a later stage they use the internet, write texts and learn how to use programmes. Other research carried out in Germany (in Mitzlaff, 2007) shows that children perceive learning with the Internet as great fun (97% of all children interviewed), and 90% in primary education would like to learn more often with the help of the Internet. 25% stated that they need more help from the teacher than in traditional lessons. About 2/3 of primary children (T 470) surveyed in 2006 would like to work with ICT in lessons more often. The Austrian study on children and media use (Pfarrhofer, 2007), a quantitative study on media use by children, gives evidence on childrens internet access and use at home and at school and on underlying motivational aspects of use. In Austria, 75% of 6-10-year-olds have access to a computer. The computer is used at home, particularly in the afternoon for computer games. 50% of 6-year-olds say that computers are great for games. For children older than nine, the computer is also useful for school. These children would like to do their homework on the computer and use computers daily in school. Younger children by nature seem to emphasise the fun factor in using computers, and educational ICT activities in primary schools should take this into account. The Austrian study states that children like to play with learning software: two-thirds have fun using learning software or programmes, especially younger children. If these programmes become simply a means to an end (e.g. as a basis for school exercises), they are less fun. A Bulgarian study (Kovatcheva, 2003) also looks at what age children start to use the Internet and for what kind of activities. The study reports: Girls and boys start to use the internet at approximately the age of 12. The longer students have experience with the internet, the better they evaluate their internet skills - but not their computer skills. Pupils visit websites for developing web applications and programs, but unrelated to school activities. Boys and girls begin to use the internet mostly for entertainment and less for educational purposes. Pupils motivated to use the internet for educational purposes use it for entertainment as well, while those who prefer having fun on the internet do not use it for learning.
The study confirms that the motivational aspect of using ICT is strongly related to activities that are not labelled as educational and students derive the fun factor from being in the different world of cyberspace. This makes it rather difficult to adopt the use of ICT in educational settings while retaining the same motivation levels. The study raises another interesting issue, namely how children evaluate their skills, referring mainly to Internet skills rather than computer skills. The mastering of the computer and its applications seems to be simply a means to an end of using the Internet.
An Estonian study (Reiska, 2008) raises similar important points as regards students motivation and their assessment of their own skills. However, it also examines the integration of ICT in schools and how this meets the demands of the world of work. Students feel that their ICT skills are mainly developed outside of school. However, there is great diversity in skill levels some students are heavy users of ICT, while others have only very basic skills. Students are confident that they have the range of ICT skills needed in school (MS Word, MS PowerPoint, searching for information on the internet, etc). Students motivation is high they are ready to learn more ICT skills than schools are ready to provide. Additionally, there is a growing gap between content the school is able to provide and content students can access from the outside world.
A recent large scale study from Spain (Instituto de Evaluacin y Asesoramient Educativo, 2007), which looks at the family context in relation to ICT, states that a high percentage of pupils have a computer at home (85.1 %) and internet access (52.6%). Pupils use their home computer very frequently and families take on an ICT training role. They are interested in their children using the computer well. The Spanish study states likewise that: There are differences related to class and ethnic origin in the amount of access that pupils have to ICT. During teaching hours, there is a low level of use of ICT at schools. Computers are used during less than 50% of class time in more than 66.2% of primary schools and 40.9% of secondary schools. Pupils think that access to computers at these times would lead to more frequent usage (in 54.1% of cases). There is a low availability of ICT resources/classrooms for pupils outside teaching hours (only 37.3% of schools allow it).
The Norwegian ICT monitor (Arnseth, 2007) gives some insights into the frequency of ICT use at home and at school in recent years. There has been a clear increase in the time spent at the computer in schools between 2005 and 2007. This is particularly the case for pupils at the 7th and 9th grade levels. There has been an increase in the time spent on school work using a computer at home at all grade levels. There has been an increase in the use of ICT in Norwegian, English and social sciences at all grade levels between 2005 and 2007. ICT continues to be mainly used for searching the internet and for office programs. Digital learning resources are not widely used in primary and lower secondary schools.
There is still little use of multimedia in school, although it has increased since 2005. Pupils use multimedia far more extensively at home than at school. Use of e-portfolios has increased since 2005.
These findings, all showing that there is a discrepancy between home use of ICT and school use of ICT, raise some important questions for schools: How do primary schools respond to the high motivation of children to use ICT? If there is a focus on the use of the Internet by young children, what skills should be and are currently taught in primary school (basic computer skills, higher order skills, communication and collaboration skills....)?
Some studies contain recommendations to schools to take motivational aspects into account and recommend pedagogical activities and tasks that reflect more effectively pupils favoured ways of using ICT. The Bulgarian study on The readiness of first grade students to learn (Diveechka, 2007) states the importance of considering pupil motivation and of developing creative thinking skills. However, the study also concludes that the implementation of ICT in primary education needs to be oriented towards the achievement of basic computer skills. A study from Cyprus (Charalambous, 2008) based on the opinion of 240 primary school teachers in 40 schools, found that the diversity of online tasks helped to motivate learners and that collaborative working has promoted discussion and exchange of ideas among pupils. The Finnish study on the pedagogical impact of ICT in Northern Finland (Kaisto, 2007) found that pupils are not motivated by highly structured, ready-made learning tasks. They are much more motivated by open, enquiry-based learning tasks, but these methods are seldom used in schools. Those pupils who have positive attitudes towards ICT have a more positive attitude about the school and themselves as learners. They use their knowledge in more critical and creative ways. A German study (Sander, 2007) on digital media in primary schools studied the impact of ICT/digital media on teaching and learning in the German Sachunterricht, an integrated subject of science and social studies. Data was collected through observations of participants (2 classes with 19/20 children) with additional questioning of teachers and pupils. The study emphasises that it is possible to work in a productive way with digital media in primary Sachunterricht, with ICT offering new opportunities for learning. Such opportunities present themselves in normal, daily circumstances in primary classes. The study reinforces findings from the Finish studies: Opportunities to investigate with ICT and to produce something with ICT as a tool are both important for learning when using ICT in social studies. Results from the study support the thesis that there is a strong affinity between using digital media and learning by doing.
In terms of motivation and collaboration the study states: Pupils are engaged and motivated when using ICT, often more so than in lessons when digital media are not used. Pupils were observed to collaborate well when using ICT.
Results of case studies from the elearning Nordic study (Ramboll Management, 2006) show that multimedia rich content and variation supports better understanding: according to pupils and teachers at Greve Gymnasium (a secondary school in Denmark), ICT facilitates a more varied learning situation. The teachers experience that the easy integration of pictures, illustrations and simulations in PowerPoints, for example, makes it possible to present a topic in many different ways, which again promotes better understanding. Also the internet makes possible the presentation of themes in more varied ways. . To sum up the evidence on pupils use of ICT at home and at school: There is a huge discrepancy between home and school use of ICT by children in terms of the way they use ICT, for what kind of purposes and activities, access to computers and Internet and frequency of use. Students are highly motivated to use ICT but official education activities with ICT are less motivational. Motivational factors for using ICT in schools include diversity of tasks, open ended tasks, discovery and inquiry-based tasks rather than highly structured exercises offering opportunities to investigate and produce with the help of ICT: this is not only motivating for students but also supports the learning process. According to the model of balance (Feil in Mitzlaff, 2007), ICT should be used to support accompanied or promoted independence. This is preferable to models where teaching is strongly controlled by the teacher or, conversely, where the process of learning is totally organised by the pupils themselves. Students need stimulation and support, commentaries and explanations from teachers. To conclude, childrens motivation needs reinforcement with successful outcomes.
These findings contribute to the formulation of the following recommendations: Recommendation 4. (Headteachers and teachers): Capitalise on childrens ICT competence and reduce digital divides. Recommendation 8. (Research): Shift the focus of research towards the learner and the school as a learning organisation.
3.2 PUPILS SKILLS AND COMPETENCIES ICT IMPACTS ON DEVELOPING A VARIETY OF SKILLS AND KEY COMPETENCIES, BUT PUPILS IN PRIMARY SCHOOLS CAN LACK BASIC ICT SKILLS. Studies report on a variety of different skills and competencies acquired by using ICT, ranging from digital literacy, defined as being able to access, integrate and create information, to spatial and orientation skills, representation and communication skills. ICT also plays an important role in the development of basic skills. In Ireland, the ICT in Schools Inspectorate evaluation studies (Inspectorate, Department of education and Science, 2008) show that many fifth class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. The report recommends that teachers should exploit the potential of ICT to develop as wide a range of students skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. The Norwegian ICT monitor (Arnseth, 2007) found evidence of digital literacy among pupils: Three different forms of digital skills are found: accessing information, integrating information, and creating. There are great differences between pupils in the same grade with respect to having and developing digital skills.
A Portuguese project evaluation (Gomes 2005) looked at how the school and heritage@viseu project fostered situated and collaborative learning in 221 primary schools. Within the project five activities were developed to engage children and learners with their local context and give guidelines on how to use ICT. Each activity within the project had a specific goal, for example to develop spatial and orientation skills, representation skills, communication skills or to give visibility to the schools work. Another Portuguese study (Ramos, 2005) looking into the use of ICT by students in language learning found: ICT in the classroom stimulates students curiosity and interest. students demonstrated a strong engagement with tasks, even working over break times to complete their work.
interaction of students with their peers, with their teachers and with ICT, contributes to the development of their competence in communicating.
The Handbook (Mitzlaff, 2007) discusses key competencies to be developed with ICT. ICT is seen as a tool to enhance and broaden the process of learning for reading and writing and can be instrumental in allowing children to express their ideas. With hypertext, ICT opens new dimensions for associative writing and reading. ICT is potentially beneficial for foreign language learning, but its successful impact is less described for primary education as foreign language learning starts relatively late until now in schools (in general in grade 3) in the different regions of Germany. In the context of developing basic skills, the elearning Nordic study states (Ramboll Management, 2006) that primary schools place the strongest emphasis on developing pupils basic skills. Thus it is mainly primary school teachers who, to a large extent, experience a positive impact on the learning of basic skills through use of ICT (calculation skills, writing skills, reading skills). There are differences between teachers who consider that the use of ICT to a large extent improves the basic skills of their pupils and those who do not. Teachers who experience a higher impact tend to have carried out various learning sequences using ICT in the previous school year (2004-2005), more often than teachers in general. Especially sequences where the pupils have learned to use different standard software such as word processing or calculation programmes. ICT IMPACTS POSTITIVELY ON THE LEARNING PROCESS INCREASING ATTENTION, PARTICIPATION AND DIFFERENTIATION A further area of research concerns the impact of ICT on learning. ICT is perceived to have a positive impact on the learning situation, resulting in better understanding and more active and differentiated learning. The elearning Nordic study (Ramboll Management 2006) shows that pupils participate more actively in learning when ICT is used. The pupils themselves say that they pay more attention during class and this is especially true for pupils in the 5th grade. The study finds also that ICT supports differentiation: primary schools report that most teachers have experienced a favourable impact on both academically strong and academically weak students when using ICT. Pupils who use the computer more than six hours a week report they learn more when using computers than those who use the computer less frequently. The positive assessment of ICT as a tool to support differentiation is greatest in primary school, as the elearning Nordic study states. 3.3 LEARNING OUTCOMES LITTLE EVIDENCE ON THE IMPACT OF ICT ON LEARNING OUTCOMES Two Hungarian studies (Karpati, 2004) and (Karpati, 2007), an Italian study (Nesler, 2004), a Dutch study (Verhallen, 2004) and research from the UK ( Somekh, 2007) are among the few
studies which provide concrete evidence, based on using control groups, of the impact of ICT on improved learning outcomes. The study on ICT in Hungarian Romani schools (Karpati, 2004) proves that in ICT-rich, constructivist learning environments with developed teaching programmes significant developments in students performance could be achieved, even for those starting from a very poor level. Moreover, in this environment, students (Romani children in 10 primary schools in Northern Hungary) were helped to overcome learning handicaps and develop their national culture. Students were regularly assessed through national tests in five areas of learning (mother tongue, science (physics and chemistry, biology), visual arts and mathematics. A more recent study, the final report of the Hungarian NEMED project (Karpati, 2007) also revealed improved skills levels with students, improved student motivation and attendance and how ICT can be used more innovatively. In the project, teachers were trained using a mentored innovation model to adopt ICT more fully in multigrade educational environments. Impact was observed using control groups and online questionnaires. More concretely the study found: There was some success in raising the skills levels of pupils in poor, disadvantaged areas to the same starting point as those pupils who have more favourable circumstances. ICT improved pupils motivation and attendance. It reduced the gap between the pupils with poorer educational situations and the national average by making them motivated to go to school - with the help of ICT. During the project, ICT was used in an innovative way. It explored (with pupils aged 6-9) factors such as repetition and sequences, variation, combination, complementarities and contrasts, movement and rhythm, and proportions. The different disciplines, such as mathematics and music, were examined in the same way.
When interpreting the results of the project, it should be taken into account that the ICT teachers were specifically trained throughout the project (as part of the methodology), which certainly had a strong influence on the outcome of the study. The Italian study (Nesler 2004) on a curricular proposal for the introduction of ICT, based on a sample size of 1000 teachers and 3000 pupils, identifies the positive impact of ICT in the curriculum on performance and skills. The study found: ICT improves pupils' performance, provided software is used appropriately and coherently in terms of curriculum objectives. ICT can offer meaningful opportunities for communication and cooperation.
A number of studies identify key factors for ICT to have an impact. The study (Nesler, 2004) shows how ICT impact is affected by five key factors at school level.
1. relationship between learning and Internet cooperation 2. the availability of multimedia software for learning of subjects 3. school networks and web 4. professional development for teachers 5. multimedia education online. Research on the experimentation of didactic pathways on the use of ICT in Umbrian schools (Falcunelli, 2006) shows that better results are often achieved when: more classes, and particularly pupils of different ages, are involved in ICT projects teachers work together and share their experiences ICT activities have been undertaken both inside and outside of school a well-defined and specific time has been provided in the weekly schedule for using ICT.
How digital picture books help children to develop language skills was the focus of research carried out in The Netherlands (Verhallen, 2004). A pre-test and post-test controlled experiment was conducted to measure the impact of digital books on understanding of the story, vocabulary and syntax. This qualitative study involving 50 5-year-old children found that by using the multimedia pictures: Children understood the story better Children learned more words than with static picture books Children were better able to understand the structure of a sentence.
Evidence from the landscape review in the UK (Condie, 2007) shows that ICT has a positive impact on language development, particularly in the early stages. Another important study from the UK, the evaluation of the primary schools whiteboard expansion project (Somekh 2007) found that: Interactive whiteboards can help pupils grasp abstract ideas through visual representation. These visuals also hold pupils attention in lessons, and work well for learners who find interpreting text difficult. In certain subjects, the more experience the teacher had of using the interactive whiteboard, the greater the likelihood of positive attainment benefits for pupils. Increased exposure to the interactive whiteboard has led to: Key Stage 1: o In Maths, high attaining girls made gains of 4.75 months, enabling them to catch up with high attaining boys.
In Science, there was improved progress for girls of all attainment levels, and for average and high attaining boys. In English, average and high attaining pupils all benefited.
Key Stage 2: o In Maths, average and high attaining boys and girls made the equivalent of an extra 2.5 to 5 months' progress over the course of two years. In Science, all pupils except high attaining girls made greater progress with more exposure. Low attaining boys made as much as 7.5 months' additional progress.
The greatest impact occurs when pupils have the opportunity to use the interactive whiteboard individually or in small groups, rather than as part of whole-class teaching.
Evidence from the studies on the impact of ICT on learners show: There is a perceived underuse of ICT in schools as opposed to using ICT at home. ICT supports wider educational goals such as engagement in learning, motivation, behaviour and attendance of students. ICT positively influences the learning situation leading to more active and situated learning, better understanding and differentiation. Studies report on a variety of different skills and competencies acquired by the use of ICT including digital literacy, collaboration and communication skills. Some studies provide evidence that students do not have the necessary basic computer skills. Multimedia-based learning tasks can increase motivation, curiosity, interest and engagement and develop linguistic competencies. Some studies prove that ICT-rich constructivist learning environments improve learning outcomes of students especially from poor disadvantaged areas and for students from a different culture who are starting from a very poor level. Overall, the impact of ICT on learners is based on perception of learners and teachers and there is little evidence on the impact of ICT on learning outcomes. The majority of studies of the impact of ICT on learners base their findings on the perception of students (perceived impact) as opposed to measuring impact of ICT via control groups (real) impact. The focus of the first series of studies is more on the learning process whereas studies the formulation of the following recommendation: These findings contribute to using control groups look at specific outcomes of students in tests.
These findings contribute to the formulation of the following recommendations: Recommendation 6. (Headteachers and teachers): Exploit the potential of ICT as a catalyst for change and to fulfil educational goals Recommendation 7. (Research): Apply a variety of methods to measure and assess the impact of ICT.
4. IMPACT ON TEACHERS AND TEACHING
4.1 TEACHERS ATTITUDE TOWARDS ICT Several studies provide evidence that teachers have a positive attitude towards ICT and believe in its benefits for teaching and learning. A major large scale study from Spain (Instituto de Evaluacin y Asesoramient Educativo, 2007) reports that teaching staff have a positive perception of ICT, with a significant proportion judging them to be helpful for their teaching. In Slovenia, teachers think that students are more motivated using ICT in the classroom and that students interest in subject content increases (Gerlic, 2006). Teachers in Slovenia believe that ICT offers more options for personalised and differentiated learning. At the same time, they perceive as a barrier the limited access to appropriate educational computer software that allows for personalised and differentiated learning. In the UK, where personalising learning with technology is high on the policy agenda, teachers also believe that ICT is strongly associated with personalised learning and are committed to the personalised learning agenda, although many find it difficult to put this concept into practice (Underwood, 2007). The French study (Societ Pragma, 2006) reveals that teachers have a positive perception of ICT, and recognise its value in creating motivational frameworks and increasing pupil autonomy. However, a smaller number of studies from France (Societ Pragma, 2006) and Slovakia (Dado, 2006) also reveal more reluctant teacher attitudes towards ICT or provide at least a twofold picture. The French study shows that positive attitudes towards ICT are linked to use and experience. The majority of primary school teachers surveyed in 2006 (non ICT users) were reluctant and afraid to use ICT. The use of ICT was considered by some teachers as a threat to their profession. Those teachers who used Interactive whiteboards (IWBs) and mobile classes had a more positive attitude towards ICT. However, within this group of teachers, IWBs were being used more in traditional rather than innovative ways, as the study also shows. In general teachers feel that ICT plays a positive role in regard to motivation, attitude and engagement in learning, but a minority of teachers think that some specific uses of ICT (e.g. playing electronic games) detracts from the reality of the schools task. In two Slovakian schools (Dado, 2006), teachers were reassured in their traditional approach to teaching after they received feedback from experimental and control groups of students which showed no significant difference in achievement between students using ICT and students not using ICT. Teachers also saw the use of ICT as a time-consuming process which requires much of their free time. Moreover, in Estonia a recent study (Reiska, 2008) on the integration of ICT for teaching and learning shows that teachers rate subject skills and knowledge as most important and ICT skills (along with soft skills such as collaboration and communication skills) as less important. Many teachers believe that the old methods are best and provide good results, especially in terms of a good rating for Estonia in PISA.
4.2 TEACHERS USE OF ICT ICT IS AN IMPORTANT A TOOL FOR ORGANISATION AND ADMINISTRATION IN AUSTRIA, ESTONIA AND DENMARK, FINLAND, IRELAND, NORWAY, SLOVENIA. In Austria (Pfarrhofer, 2006) 80% of teachers - and particular primary teachers - use computers daily. This is mainly for administrative work, with one-third of teachers using ICT for lesson preparation. Although computers are available in schools, some 80% of teachers have a PC at home. Teaching preparation is mainly done from school. Some 50% of the primary school teachers use educational software several times in a week. Only 5% do not use educational software in class at all. In kindergartens, educational software is used more rarely. Some 25% of teachers use educational software now and then. Technical media competence of children is seen as very important by Austrian teachers. To support meaningful use of ICT, two-thirds of teachers integrate ICT in primary schools and kindergardens and talk about media use with children. Additionally, teachers are seeking more information on how to teach digital literacy/ media competence, especially teachers in kindergardens. In Spain (Instituto de Evaluacin y Asesoramient Educativo, 2006) a high proportion of teachers habitually use computers both at school (67.5% use one almost every day or several times a week) and at home (80.6% use one with the same level of frequency). There is a high level of interest amongst teaching staff to be trained and get up-to-date in the use of ICT. Teachers have begun to use computers at home in Cyprus. Studies, mainly at national level and large scale, looking at the use of ICT by teachers show that ICT is not yet fully exploited as a pedagogical tool by teachers. In Slovenia (Gerlic, 2006) teachers mainly use ICT for lesson preparation and less so for teaching purposes. In Ireland, (Inspectorate, Department of education and Science, 2008) the majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. Teachers use of ICT is regularly addressed by the ICT Monitor in Norway (Arnseth, 2007) a leading quantitative survey of educational ICT use in basic education. The study, which also has a longitudinal part, found: There has been an increase in teachers time spent using computers at all grade levels between 2005 and 2007, both at school and for school work done at home. There has been an increase in the use of computers, particularly for administrative tasks, preparatory and follow-up work, but a decrease for instruction. ICT is not greatly used for messaging.
Search engines are the most frequently used internet resource. Office programs are frequently used at all levels. There is an increase in the use of e-portfolios as a basis for assessing and marking pupils.
The elearning Nordic study (Ramboll, 2006) confirms: The use of ICT for teaching and learning purposes is still limited, especially in primary school. Around one-third of teachers had not used ICT at all and about half the teachers had used ICT between 1 and 5 hours. Only between 5% and 17% used ICT for 6 hours or more, and this frequent use of ICT mainly takes place in secondary school, where more teachers than in primary school use ICT with this frequency. 4.3 TEACHERS SKILLS AND COMPETENCIES THERE IS A LACK OF A PEDAGOGICAL VISION REGARDING INTEGRATION OF ICT IN THE TEACHING AND LEARNING PROCESS. THE
Barriers identified by the studies mainly mention the lack of pedagogical skills and vision to integrate ICT in teaching and supporting the learning process. In Finland one study (Kaisto, 2007) looked specifically at the impact of educational use of ICT in 12 schools in Northern Finland. A combination of qualitative and quantitative methods was used to investigate views of teachers and students on motivation, teaching methods with ICT, and pedagogical aims. In this part of Finland teachers use ICT daily in the planning and preparation of lessons but most of them lack the pedagogical vision to integrate it effectively in the teaching process. A small number of teachers do not even consider ICT as part of the learning process. They describe ICT as an alternative way of organising teaching, completing tasks that can be carried out using traditional methods, or as an entertainment tool when other tasks are complete. Similar findings result from the French study (Socit Pragma, 2006), which reveals that for the majority of teachers, ICT helps organise work and is particularly useful for simultaneous activities. However, ICT is pedagogically underused, and teachers have no clear vision of how ICT can support the learning process. Interactive white boards (IWBs) and video projectors are helping to integrate ICT into daily classroom activities, without causing disruption. The Dutch study Does ICT contribute to powerful learning environments (Smeets, 2005) investigated the contribution of ICT to creating powerful learning environments via a quantitative survey of 331 teachers teaching 11-12 year old students. In powerful learning environments, rich contexts and authentic tasks are presented to pupils. Active, autonomous and co-operative learning is stimulated, and the curriculum is adapted to the needs and capabilities of individual pupils. In this study, the characteristics of learning environments and
the contribution of ICT to learning environments were investigated. Results show that many teachers apply several elements of powerful learning environments in their classes. This applies especially in the case of presentation of authentic tasks and the fostering of active and autonomous learning. However, the methods employed by teachers to adapt education to the needs and abilities of individual pupils proved quite limited. The use of ICT in general merely displayed characteristics of traditional approaches to learning. The chances of using open-ended ICT applications, which are expected to contribute to the power of learning environments, were greater with teachers who created powerful learning environments for their pupils and when there were more computers available to pupils. In addition, teachers' views with regard to the contribution of ICT to active and autonomous learning, teachers' skills in using ICT, and the teacher's gender appeared to be relevant background variables in this respect. As a Slovenian study (Gerlic, 2006), reveals the use of computers in educational settings is usually associated with low level strategies of technology use in classroom, such as drill and practice. Some countries such as Bulgaria, Czech Republic have evaluated specific government initiatives. They report on progress made with ICT and raise issues for teachers. The Bulgarian study (Totin, 2006) is the fourth in a series of reports published annually since 2002. It provides a comprehensive analysis of information society development in the country. The study found that, for the first time in four years, there had been significant change regarding ICT in Bulgarian education, with a significant increase in teachers computer skills. It concludes that ICT must be used as a tool across subjects, not simply as a subject in its own right. The Czech inspection survey (esk koln inspekce, 2005) established that there is low use of ICT in non-ICT subjects and low motivation for non-ICT teachers to work with ICT. Computers were concentrated in special computer labs rather than in classrooms. The levels of pedagogical skills needed by teachers to work with ICT in his/ her subject area were low. Follow-up surveys in the subsequent two years indicated that this situation had improved, following more extensive usage of ICT in schools and greater interest in ICT by teachers, headteachers and parents. Similarly, an Estonian study (Reiska, 2008) indicates that teachers` motivation to use computers in the direct learning process is low to medium. Teachers rate subject skills and subject knowledge more highly than ICT skills, including soft skills such as communication and collaboration skills. The majority of teachers do use an e-diary system to provide information about homework, marks and other regulations and there are strict regulations to enforce this. In Ireland (Inspectorate, Department of Education and Science, 2008) only 30% of primary teachers and 25% of post-primary teachers rated their ability as either intermediate or advanced with regard to using teaching and learning methods facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers.
At primary level, inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). A Slovenian quantitative study (Gerlic, 2006) involving 411 schools shows that teachers report having insufficient competence to use available educational technology in classrooms. However, in some countries ICT benefits are clearly beginning to emerge. Evidence from the UK (Condie, 2007) shows: Teachers' ICT skills have developed over the years, as have the range of hardware and software available in the classroom there is evidence that these developments have led to a reduction in teachers' workloads. Less time is needed for lesson preparation. ICT has had the biggest impact on teaching and learning when there are clear educational goals; where pupils can see that it has a purpose and where different technologies are integrated into the classroom experience. ICT can help personalise learning by putting greater control in the hands of the learner, but the challenge this presents to the traditional teacher-pupil relationship may not always be welcomed.
A study carried out in Germany questioning teachers (T) (Feil, in Mitzlaff, 2007 p.189), shows that 61% of primary teachers when working with the Internet integrate learning and teaching into a project-based learning context , 22% use traditional forms (e.g. frontal teaching) more often. The study on New media in primary schools (Wilde, 2003) shows that cooperation between teachers and exchange of experience is a key enabler for integrating ICT in daily lessons. The elearning Nordic study (Ramboll 2006) shows that teachers in primary school more often regard ICT as supporting their pedagogical and didactical teaching methods than teachers in secondary school. The pupils assess themselves as spending less time on doing things that have no relevance with the lesson, and both pupils and teachers experience that there is less inexpedient noise when ICT is used. This is especially the case in primary school. The introduction of specific ICT can trigger teachers use of ICT in the classroom. In the UK (Somekh, 2007), whiteboards have encouraged new teaching practices, where pupils take on the role of co-learner. Moreover, the more experience the teacher had of using the interactive whiteboard, the greater the likelihood of positive attainment benefits for pupils. However, only a small number of teachers have the skills to use a wide range of the interactive whiteboards functionality. Good training provision is needed on both the technical
and pedagogical aspects of interactive whiteboard use. Having their own laptops has encouraged UK teachers to collaborate more. 4.4 TEACHERS PROFESSIONAL DEVELOPMENT EVALUATION OF TEACHER TRAINING PROGRAMMES IS HIGH ON THE AGENDA IN VARIOUS COUNTRIES. A high proportion of studies under review looked at how teachers are currently trained in the use of ICT within teacher training programmes. They give recommendations for providing future teacher training. Cyprus carried out a several studies on in-service teacher training. Two studies (Karagiorgi, 2002 and 2006) looked at ICT implementation in primary education and the implications for teacher training programmes and the curriculum. The studies are qualitative and questionnaires were sent to INSET providers, teachers and parents involved in the pilot programme (programme for computer introduction, 27 schools), and teachers and parents in randomly selected non-pilot schools (22). The study identified a number of favourable conditions for the provision of training: On-site training and support is preferable to off-site training. The duration, time of day, and opportunities for collaboration and in-class practical training can all impact on the success of ICT training. School-based courses during school hours, and especially one-to-one tutoring, were found to have a positive impact on teachers efforts to integrate ICT into classroom practices. Although on-site training should be increased, centre-based and off-site courses should not be abandoned completely. Often courses are more oriented towards the acquisition of basic computer skills, but teachers also require training on the educational applications of ICT in their classrooms. Training should be pedagogically oriented and diversified to meet different needs, minimise personal anxieties, strengthen faith in the successful implementation and the educational value of the innovation, and help teachers progress into higher levels of involvement.
The study also gives important recommendations for policy makers and suggests that ICT INSET courses should be the joint responsibility of the Ministry of Education and culture and INSET providers. The ministry should ensure, through consistent ICT policy and financial support, that courses have an impact on teaching and learning, whereas providers should ensure the effective implementation of the training. Providers should also consider what is expected by participants before, during and after the training and how knowledge and
competencies gained during the courses can be disseminated to other teachers and successfully implemented into classroom instruction. Certification aspects should be addressed by providers. Another study looked into Cypriot primary teachers attitudes to the use of the Internet for their professional development. The study (Charalambous, 2006) reveals: Teachers have mainly positive attitudes towards the use of the internet for both their professional development and as an educational tool. There was a significant positive correlation between the attitudes of teachers and their degree of confidence in using the internet. Teacher considered training in the use of the internet as the most important requirement for its effective implementation in the classroom. Additional factors, such as adequate infrastructure of schools, a well structured action plan for the implementation of the internet in classroom teaching, and ongoing support and encouragement for the teachers in using and exploring different uses for the internet in classroom instruction were also essential. Teachers use the internet for locating information and relevant materials for teaching, participating in distance education courses, communicating and collaborating, and participating in online discussions in educational forums. Internet use for teaching and learning consists of active participation by pupils, collaboration and socialisation, in addition to developing the skills and culture for cooperative group work and research activities. Continuous training and support is a prerequisite for constant, permeated internet use in classroom instruction.
As regards the impact of training, a major finding of the study is that teachers have reported significant impact of training on their personal and professional views and skills, but this has not translated into gains in pupils learning and achievement. Teachers have failed to acquire the desired level of ICT skills for classroom instruction. Teachers needs include: constant support, access to resources, provision of time and an environment in which they are encouraged to change their teaching methods a relevant and more flexible curriculum training that is tailored to teachers individual needs, knowledge level, context and individual classroom environments a national action plan, a supportive curriculum, ongoing technical support and a quality infrastructure.
The Hungarian Ph.D thesis on the process of ICT integration in schools (Trk, 2008) is based on the assumption that different types of teachers need different types of support. Indeed, the study confirms that different teachers need different types of support, depending on their level of experience and other individual needs. The study, which used qualitative and quantitative methods covering teachers in 21 schools, identified five key indicators / components that influence the integration of ICT by teachers: 1. Competence of ICT-use 2. ICT-use activity 3. Attitude towards ICT-use 4. ICT access at home 5. ICT access at school. One specific finding from the study is that teachers ICT skills must be measurable so that they can receive the necessary support. Passing the European Pedagogical ICT License (EPICT) training has improved teachers ICT skills in Hungary. The Irish inspection study reports that school principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. The report states that there needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA (National Council for Curriculum and Assessment) will issue in the near future, will be a further assistance to schools in this regard.
Evidence from studies on the impact of ICT on teachers shows: There is evidence from a high number of studies that teachers use ICT for administration, organisation and planning, especially in Austria, Estonia and Denmark, Finland, Ireland, and Norway, where this issue was studied. There is a discrepancy between positive opinion of the potential impact of ICT and its actual use by teachers. Teachers are ICT optimists and aware of the potential benefits of ICT for students to support active autonomous learning and creating authentic tasks and personalised learning. On the other hand, teachers lack the pedagogical vision to integrate ICT in classroom teaching and ICT is pedagogically underused. Studies identify a number of factors that influence teachers integration of ICT into lessons, such as experience and skills. There is a positive correlation between confidence, experience and collaborative, project oriented and experimental use of ICT. The findings suggest that ICT should be introduced rather step by step, coupled with pedagogical and technical support and giving time to teachers to learn about the technology and its pedagogical use. ICT is an important tool for the professional development of teachers. There is continuous need for teacher training at all stages (initial, continuous professional development) as a high number of teacher training evaluations demonstrate. Evidence suggests that teachers have in general a positive attitude towards ICT, they use it increasingly for administration and planning of their work, but lack a pedagogical vision and practice to integrate ICT in their teaching. There is conflicting evidence as to whether generic training programmes are better suited than topic-specific programmes. On-site training is preferable to off-site training. Some studies recommend not abandoning the one or the other as different types of teachers need different types of support. There is little evidence on the use of ICT within specific subjects and the process of integrating ICT into teaching and learning.
These findings contribute to the formulation of the following recommendation: Recommendation 1. (Policy Makers): Improve, diversify and certify ICT teacher education and support head teachers as leaders of change. Recommendation 5. (Headteachers and teachers): Strengthen the pedagogical use of ICT and develop an open, knowledge sharing school culture.
5. IMPACT ON SCHOOL
5.1 ICT INFRASTRUCTURE AND RESOURCE ALLOCATION THERE IS A TENDENCY TOW ARDS EQUIPPING ALL CLASSROOMS W ITH ICT Studies, mainly large-scale quantitative studies, report on the availability and location of ICT resources in schools, which has improved in recent years. There is a tendency towards equipping all classrooms with ICT. The picture in some countries is as follows: There is evidence from a large scale study in Spain (Instituto de Evaluacin y Asesoramient Educativo, 2007), on the presence and use of ICT in schools that: Over 40% of the computers, both in primary and secondary schools, are less than three years old. Some 79.8% of computers in primary schools and 94.2% in secondary schools are connected to the internet. ICT is located in different parts of the school including the head teachers office, computer labs, staff rooms and departmental offices. The proportion of computers for teaching-related tasks is similar in both primary (74.9%) and secondary schools (76.8%). Computers are more available in primary than in secondary schools.
The number of computers per school is growing rapidly in Slovenia (Gerlic, 2006), although the use of technology for educational purposes is still not satisfactory. A study from Lithuania (Institute of Mathematics and Informatics, 2006) on elearning content and services for primary and special needs education concludes that more computers should be located in classrooms for purely educational services. For Germany, the Handbook (Mitzlaff, 2007) indicates that ICT equipment in primary schools improved during recent years. However, it is hard to obtain precise information about everyday practice in German schools. The speed of implementation might have slowed down in the last years. Most German schools prefer the integrated use of computers in the classroom (media corners). Many German primary schools have started to become full day schools, which opens up more possibilities for ICT use. In Austria 50% of primary schools provide internet access for children. (Internet access is not typically available in kindergartens.) Computer access in schools is mainly from a PC in the corner of the classroom, but some schools provide PC-labs (Pfarrhofer, 2007). In Ireland, at primary level, computer rooms are generally a feature of larger schools. However, access by students to computers was found to be superior where the computers
were located in the classroom. At post-primary level there is greater permeation of computers in specialised rooms than in general classrooms. (Inspectorate, Department of Education and Science, 2008) The study recommends: The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9.1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools.
The elearning Nordic study (Ramboll, 2006) reveals interesting differences between use of resources in primary and secondary schools. Primary schools use digital camera (photo and video) and digital editing equipment more than secondary schools. Digital learning resources developed specifically for teaching purposes are used more in primary schools. Conversely, digital learning resources that do not specifically target teaching, e.g. databases, are used more in secondary schools. 5.2 ICT AND THE CURR ICULUM SOME COUNTRIES DEVELOP INNOVATIVE CURRIC ULAR PROPOSALS In a small number of countries such as Cyprus, Italy, Estonia, Czech Republic, Ireland and Malta, research into ICT and the curriculum was carried out in order to develop innovative curricular proposals with ICT or to pinpoint the actual integration of ICT in the curriculum. There is little evidence on ICT use in specific subjects and even less on the issue of ICT across the curriculum. The study from Cyprus (Karagiorgi, 2006), which looked into a preferred model of ICT curricula, reveals differences in views between parents and teachers: Both parents and teachers suggested that computers should be introduced in primary education from the elementary level onwards. Parents preferred a one machine per child model, while teachers preferred some machines per classroom. Most parents preferred the technocentric model of ICT integration where ICT is taught as a separate subject, while the majority of teachers preferred the humanistic model of ICT implementation where computers are used as a tool in a variety of subjects across the primary curricula.
Certain barriers to ICT implementation emerged from the study, which include: an overloaded syllabus that burdens teachers and restricts time for ICT use in subject teaching lack of clear objectives for how to integrate ICT in the classroom lack of training in ICT for teachers.
A study carried out in Italy (Didactics supported by ICT: A curricular proposal for the introduction of ICT, Nesler 2004)) also looked into developing an innovative curricular proposal focused on the use of ICT in primary schools. It analyses advantages as well as technical and methodological problems related to the introduction of ICT at this level of instruction. The research focused on developing a curricular proposal, specific didactic material, which was tested in class and presentation of good practices. A follow up of the Czech inspection survey (esk koln inspekce, 2008) reports on ICT progress in schools. Schools have better prepared curricular documents and ICT plans, which is important for ICT integration. However, problems maintain and barriers are highlighted, such as the cancellation of the national strategy in the Czech Republic related to the 2010 planning horizon. In Estonia, ICT is part of the framework curriculum (as an integrated theme) for general education. The study (Reiska, 2008) sought to find out how ICT is currently integrated in curricula of different schools. It also aimed to discover how ICT lessons provided by schools meet students expectations and real life needs. 67 schools were involved in the quantitative analysis and teachers of main subjects (Mathematics, English Language, History) were surveyed in schools. The study, which combined quantitative and qualitative methods, revealed: ICT is generally regarded as a separate subject and subject lessons using ICT are rare. Subject teachers do not assess ICT skills: typically ICT skills are tested in ICT lessons.
In Ireland, ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special education team rather than by mainstream class teachers. The emphasis in students engagement with ICT in special-education settings is mainly on the support of literacy (Inspectorate, Department of Education and Science, 2008). A study from Malta (Borg, 2005) reviewed how teachers use ICT across the curriculum. ICT peripatetic teachers delivered demonstration lessons to teachers in 76 state primary schools. Demonstrations involve the use of ICT and its application across the curriculum, providing class teachers with models of how to integrate skills defined by the ICT level descriptors and the new ICT primary syllabus into regular lessons and activities. Other activities include the
professional development coordination meetings to promote ICT application and train class teachers towards its effective use in the classroom. Most teachers still require further training in order to master enough confidence to take up the ICT challenge on their own initiative. Some form of monitoring is required to ensure proper use of ICT by each and every class teacher, especially in the absence of the ICT peripatetic teacher. Heads of school need to be more involved in the integration and implementation of ICT across the curriculum.
In the light of these findings, a further range of ICT support initiatives was proposed as follows: ICT in Practice (ICTiP): provide selected schools with the service of one ICT peripatetic teacher throughout one full school term, to assist in the coordination of a whole-school project. one2one In-Class Teacher Training Programme: provide a series of coaching sessions to selected teachers to train in the use and application of ICT across the curriculum. Learning with ICT (LwICT): create an ICT pack, including a series of lesson plans and all relevant material, making use of all available software titles and addressing all possible learning outcomes in the new primary syllabi. School Resource Centres Support (SRCS): provide hardware, software and pedagogical support to schools in the running of their resource and activity centres.
In Spain 70% per cent of schools have incorporated ICT in the curriculum. (Instituto de Evaluacin y Asesoramient Educativo, 2007). In Germany, where responsibility for education lies with the regions, there are 16 different primary curricula with as great variations in the use of ICT as there are between schools in the same regions. Digital competence, media or information competence are topics in the primary curriculum. Media competence should cover (Mitzlaff, 2007): To use and select media considering alternatives To create and distribute own media contributions To understand and value media language and design To understand the effects of media To understand conditions of production and distribution of media.
At primary level, children should acquire a first understanding as regards these competencies: reflection on using ICT in personal and social life is part of critical media competence, needing to be developed already at that stage of education. 5.3 USE OF KNOWLEDGE SHARING SYSTEMS AND VIRTUAL LEARNING ENVIRONMENTS THE USE AND IMPACT OF VLES IS EVALUATED IN SOME COUNTRIES Countries in which the use of virtual learning environments (VLEs) is high on the policy agenda and where they have been introduced in schools for a couple of years now, have been evaluating their use and impact. A Danish study from 2007 (Pedersen, 2007) looked more specifically into one potential impact of ICT on fostering knowledge-sharing in Danish schools and inquired into the reasons why this has not fully achieved in Danish primary and lower secondary schools. The background to the study was that primary and lower secondary schools were reluctant to make use of pedagogical tools within the knowledge-sharing systems provided to schools. The schools themselves rated organisational usage of the system as more important than educational and directly teaching-related usage. Key enablers for successful implementation of knowledge-sharing systems include: clear goals set by school leaders having time to assimilate knowledge-sharing systems access to local support and advice teachers attitude to cooperation and knowledge sharing.
Other enablers include: training and skills building flexible access to support and advice well-founded team and cooperation culture developing an innovation culture.
The Norwegian ICT Monitor (Arnseth, 2007) reports as follows on access to and use of learning management systems (LMS): There has been a notable increase in access to LMS in primary and lower secondary schools. LMS have now been introduced and implemented in almost all upper secondary schools and in 6 out of 10 primary and lower secondary schools.
Both teachers and pupils view the use of LMS positively. LMS is used mostly for e-mail and storing files. There is a greater and more active use of e-portfolios at schools which have LMS.
Furthermore the report identifies features of the digital literate school, which include: a framework infrastructure leadership an open culture systematic educational practice.
The elearning Nordic study (Ramboll, 2006) finds that, in spite of widespread availability of both public websites (homepages), intranets, Learning Management Systems and e-mail, primary school stakeholders teachers, pupils and parents report only moderate organisational impact and fewer benefits in daily activities and communication with each other. Intranets are more available and used more in secondary schools than in primary schools. The impact of ICT on knowledge-sharing is more prevalent in secondary schools than in primary schools. 84% of secondary school teachers and 72% of primary school teachers use ICT daily or weekly to communicate with colleagues. Secondary schools are significantly ahead of primary schools in their use of ICT for teacher-pupil communication. Whereas 57% of secondary school teachers use ICT on a weekly basis in their communication with pupils, only 25% of primary school teachers do so. While secondary schools are also more positive in their assessment of the impact of this communication than primary schools, the overall impact is still considered to be only moderate. Only one in three secondary school teachers find that ICT has significantly helped in ensuring that pupils receive important information about planned activities (e.g. homework assignments or excursions). For primary schools, the number is even lower. This may be due to the fact that secondary schools (for example, in Denmark) began to implement intranets and LMS some years earlier than primary schools. The authors of the study believe, however, that these results should be regarded as a sign of limited maturity. Nordic schools have only just begun in the last few years to purchase intranets and learning management systems. Developing routines for the use of these systems, moving from one-way information distribution to a shared collaborative platform takes at least several years. The elearning Nordic study also shows that primary schools exploit the organisational potential of ICT less than secondary schools, but use ICT more to support direct and
personal communication. Almost 50% of the teachers in primary school use ICT on at least a monthly basis to communicate with the pupils parents. The numbers for secondary school are significantly lower. This probably reflects the fact that home-school communication in general is much more frequent and multifaceted in primary schools than in secondary schools. The Czech study (esk koln inspekce, 2008) states that there is no digital repository for digital resources and little use of Virtual Learning Environments. On the other hand, the report states that teachers tend not to rely on educational resources developed for using ICT in the classroom. The reason for the latter is probably the fact that there is no offer. 5.4 ICT PLANNING AND SUPPORT In Ireland, as shown by the inspectorate evaluation studies (Inspectorate, Department of education and Science, 2008), the majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these. The study recommends that greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. It is surprising that in countries where there is ICT support, such as in Ireland, the level of awareness and its use is generally low, with at primary level only 22% of respondents reported having used the service (with only 15% at secondary level and with higher awareness among ICT coordinators than teachers). The report recommends that support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. In Spain (Instituto de Evaluacin y Asesoramient Educativo, 2007), a high percentage of primary schools have an ICT co-ordinator (65.1%). Furthermore: Some 84% of schools have taken part in innovation and improvement projects related to ICT in the last four years. Over 50% of schools are engaged in some kind of ICT project. ICT projects include collaborating with partner schools and taking part in European projects.
Some 93% of schools have incorporated ICT into management tasks. Management teams have high expectations of the usefulness and effectiveness of ICT for these tasks (in 89.3% of cases). Many schools have ICT-based services, such as a website (in 45.3% of primary schools and 81.3% of secondary schools).
Evidence from studies on the impact of ICT on schools suggests: Smaller primary schools can be disadvantaged in terms of equipment. Research recommends locating computers in classrooms to improve access and integration into subject teaching. There is some evidence that ICT promotes new teaching methods, but only in cases where ICT is fully integrated into subject lessons. In countries where the school has considerable freedom to integrate ICT in the curriculum, the school leaders willingness is crucial for its successful integration. In countries where VLEs or KMSs were introduced, their use is mainly restricted to administrative purposes and less so for learning. However, when introduced they are increasingly used by teachers. There is hardly any evidence of the impact of ICT in schools in areas such as external and internal school collaboration, interdisciplinary and innovative use of ICT within projects.
These findings contribute to the formulation of the following recommendations: Recommendation 3. (Policy Makers): Ensure effective and equal access to quality equipment and digital learning resources. Recommendation 5. (Headteacher and teacher): Strengthen the pedagogical use of ICT and develop an open, knowledge sharing school culture. .
6. IMPLIC AT IONS OF FINDINGS AND CONCLUDING REMARKS
6.1 IMPLICATION OF FINDINGS LEARNERS The evidence on the impact of ICT on learners reveals that they use ICT for various purposes at home, including learning. Pupils would like to use ICT much more in school and also count on receiving support using ICT. This shows the importance of schools being able to respond to the growing demand and needs of young learners by integrating ICT in meaningful pedagogical activities to support the learning process whilst using and keeping the high motivation level learners bring with them when using ICT. Primary schools especially have an important role to play in teaching pupils digital literacy and any other skills related to Internet safety issues relevant for this age group. In view of the fact that children use the Internet at an increasingly early stage in different environments, ethnocentric studies are increasingly useful and needed to obtain insights into the online behaviour and needs of this age group so as to respond effectively to them. Moreover, as the lines between learning and play become more fluent, with ubiquitous learning becoming everyday practice - whether at home, at school or with friends - ICT reveals itself as an important driver for lifelong learning. Schools themselves should not fail to deliver important skills such as learning to learn, the ability to create, collaborate and innovate alongside more traditional core competences. Likewise, as some studies show, families take their responsibility to guide children in the use of ICT, but again, schools should be an important place to balance inequalities in terms of access to and knowledge about ICT. Whilst the positive impact of ICT on pupils skills and competencies and within the learning process is widely recognized by teachers, improvements in tests are only starting to emerge from the evidence. TEACHERS Teachers already make use of the motivational factor of ICT, as shown by the evidence on fulfilling wider educational goals, maintaining attendance and discipline, and raising motivation and interest in specific subjects or other ICT-based activities. We also know, however, that teachers in primary schools still do not offer extensively the kind of activities that have proved to be successful when learning with ICT, namely semi-structured activities that encourage investigation, production and discovery-based learning coupled with accompanied or promoted independence. With this in mind, primary schools especially - with their focus on children competence development - usually have more freedom in this area than secondary schools which are subject to greater pressures such as content, examinations and curriculum constraints. However, the general shift to this new learning paradigm is not everyday practice yet. This stems from the fact that teacher training programmes, which have been extensively evaluated, have failed to deliver pedagogical benefits with ICT.
ICT has emerged as an important professional development tool for teachers and therefore contributes also to lifelong learning for this professional group, as indeed it does for any other profession that needs to be up-to-date with the skills needed in todays knowledge society. However, we cannot ignore that ICT and pedagogical ICT skills need to be recognized officially in order to boost impact. It becomes more and more evident that a variety of flexible training options need to be available to teachers in order to meet their individual needs. Specifically in relation to pedagogical benefits through ICT it is also becoming more and more clear that teachers need to see inspiring practices. This certainly can be best done in an environment close to the learning and teaching situation and some studies recommend approaches to follow, such as subject-related working groups with a focus on ICT, currently underexploited but increasingly needed, offering pedagogical on-site training and support and include support service in the definition of teachers training needs. Some studies show that the introduction of specific ICT applications is a good catalyst to increase teachers use of ICT, but this needs to be underpinned by technical and pedagogical support. Changing teaching practices has to do with changing roles of teachers, giving time for changes to happen as cultural preconceptions are deeply rooted in the profession. Consequently, the pedagogical use of ICT needs more consistent emphasis and official focus considering that there are positive correlations between confidence, experience, collaborative, project-oriented and experimental use of ICT. Evaluating specific learning situations with ICT as parts of case studies and making these available to teachers could be another way forward as well as fostering peer learning activities between teachers. SCHOOLS As to the impact of ICT in schools, studies still focus to a large extent on the availability of ICT infrastructure and resources, albeit with an increased focus on progress made in this area, the quality of access, infrastructure and resources, and also problem areas. Several studies plead for an integrated use of ICT by locating computers in classrooms. The use of ICT as part of a school-wide plan is rarely studied and hence we do not know from the body of evidence if these practices are under-represented or simply not yet the focus of national research. One important element for the successful integration of ICT into the curriculum as part of a whole school approach, specifically in countries where schools have significant autonomy, is the need for a main driver or supporter, preferably the headteacher, but also from the bottom up, driven by ICT enthusiast teachers coupled with a set of practical guidelines for ICT integration. The main impact of virtual learning environments in countries where they have been introduced on a wider scale remains limited in its pedagogical use, and research insists that teachers need enough time to fully exploit such systems. In terms of communication and knowledge sharing, these systems have less impact on primary schools as opposed to secondary schools. On the other hand, primary schools tend to use ICT more for direct communication with parents than secondary schools. The use of digital resources by teachers, an important area for the take-up of ICT by teachers, was not the focus of national studies under review. In terms of ICT planning and support, the picture remains incomplete and patchy based on the studies under review.
6.2 THE FOCUS OF RESEARCH According to the STEPS analytical model, which identified a number of important areas of impact, it can be concluded that the evidence on the impact of ICT on learners, teachers and schools differs in terms of key impact area and research methods used. Overall, most evidence concerns the impact of ICT on teachers, followed by learners and lastly on schools, Studies on the impact of ICT on learners concentrate on the perception of learners and teachers and look at the wider educational benefits in the learning processes with ICT. Such evidence is valuable evidence, but should be underpinned by more objective assessment of learning such as pupils outcomes in tests. The perceived evidence approach also shows the difficulties for teachers in reporting significant benefits in terms of skills and competencies, since many of the skills acquired by the use of ICT are not included in traditional assessment frameworks and thus depend on the perceptive attitude of teachers and their ability to define benefits. Moreover, we know from research that self-evaluations can differ strongly between male and female respondents. There is clearly a lack of concrete evidence of ICT offering diversity of learning opportunities, with the potential stated but lacking evidence in terms of actual practices on a wider scale. Evidence on the impact of ICT on teachers focuses on teacher training programmes, including skills and competencies of teachers, perception of teachers, teachers use of ICT as a planning and management tool, and more generally on the use of ICT in general education practices. Less is known - and these might be the important areas to enable more profound changes - in the area of changes in pedagogical practices: project-based learning, problem-based learning, the adoption of new roles, new forms of assessment with ICT, and monitoring learners issues and needs. Moreover, management inside the classroom, e.g. increased coaching, classroom interaction as well as the management of learning outside the classroom (e.g. home/ school links) would benefit from further investigation by research. Evidence from the studies reviewed on the impact of ICT on schools is dispersed and patchy. There is hardly any evidence in areas such as internal or external school collaboration, or the interdisciplinary and innovative use of ICT within projects. This literature review aimed to analyse the main evidence of ICT impact for the three areas of learners, teachers and schools. It is a large body of evidence as it brings together for the first time evidence from the EU 27 countries plus Norway, Liechtenstein and Iceland. However, a word of caution is needed. Studies under review are to a large extent commissioned by national ministries and evaluate the impact of ICT within specific programmes, policy goals and traditional education systems: they can therefore be biased in this respect. This also means that other, positive or negative, aspects of ICT use and impact areas are not studied and hence not represented in this review. It is suggested that it would be beneficial to add to the body of evidence a number of independent research studies in this area. Moreover, much could be derived from international comparative studies looking at learners in primary schools.
These findings contribute to the formulation of the following recommendations: Recommendation 7. (Research): Apply a variety of methods to measure and assess the impact of ICT Recommendation 8. (Research): Shift the focus of research towards the learner and the school as a learning organisation. Recommendation 9. (Research): Establish a long term and continuous monitoring system on the effects and impact of ICT in schools .
7. REFERENCES
7.1 PRIMARY SOURCES - CORE IMPACT STUDIES Almerich, G. (2005). Teacher training in ICT as a key dimension of impact in the integration process: Needs, curriculum and training. Valencia, Spain: Educational Technology Unit, University of Valencia (UTE-UV). Arnseth, H. et al. (2007). ITU Monitor 2007. Oslo, Norway: Universitetsforlaget. Retrieved from hwww.itu.no/filearchive/ITU_Monitor_07.pdf (Norwegian) esk koln inspekce. (2005). Special report about usage of ICT at primary schools (Tematick inspekce zamen na vyuit ICT ve vuce na Z). Praha, Czech Republic: esk koln inspekce. esk koln inspekce. (2008). Usage of ICT at schools in last 2 years (Uit informanch a komunikanch technologi ve kolch za uplynul dva roky). Praha, Czech Republic: esk koln inspekce. Retrieved from www.csicr.cz/upload/1.%20U%C5%BEit%C3%AD%20ICT%20ve%20%C5%A1kol%C3%A1c h%20za%20uplynul%C3%A9%20dva%20roky.pdf (Czech) Charalambous, K. and Ioannou, I. (2008). The attitudes and opinions of Cypriot primary teachers about the use of the internet for their professional development. London: Routledge. Danish Evaluation Institute (2009). The use of ICT in Danish Schools. A study of experience and perspectives. Denmark. Danmarks Evalueringsinstitut. Retrieved from www.eva.dk/projekter/2008/it-ifolkeskolen/projektprodukter/The%20Use%20of%20ICT%20in%20Danish%20Schools%20% 20English%20summary%20EVA%202009.pdf Diveechka, D. (2007). The readiness of first-grade primary school students to learn ICT, Journal of Primary Education, No 5. Education Development Centre. (2007). Project efficiency study: 3 stages. Vilnius, Lithuania. Falcunelli, F. And Savelli, S. (eds). (2006). Media education in Umbrian schools (Media Education nella scuola in Umbria). Milan, Italy: Morlacchi Editore. Feliciana, C. et al. (2003). National report: Tools for the reform (Rapporto nazionale: Strumenti per la Riforma, Progetto R.I.So.R.S.E). Firenze, Italy: Le Monnier. Retrieved from www.pubblica.istruzione.it/risorse/rap_naz/rn_sommario.pdf (Italian)
Gerlic, I. (2006). Present state and trends of using informatics technology in Slovene primary schools. Slovenia: Faculty of Education, Maribor. Gomes, C., Pestana, B. and Machado, R. (2005). Schools and heritage: An online experience to foster situated and collaborative learning in multiple perspectives, Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, pp. 30-35. Grinfields, A. (2000). IEA SITES M2: Field trial report (Data matrix approach): Latvia. Riga, Latvia: Faculty of Education and Psychology, University of Latvia. Hurtig, M. (2007). Making meaning through digital portfolios. Doctoral thesis, no 2007:45. Lule, Sweden: Department of Education, Lule University of Technology. Retrieved from http://epubl.ltu.se/1402-1544/2007/45/LTU-DT-0745-SE.pdf (Swedish) Inspectorate, Department of Education and Science. (2008). ICT in schools: Inspectorate evaluation studies. Dublin, Ireland: Evaluation Support and Research Unit, Inspectorate, Department of Education and Science. Retrieved from www.education.ie/servlet/blobservlet/ICT_in_schools_insp_report.pdf Institute of Mathematics and Informatics. (2006). eLearning content and services for primary and special needs education in Lithuania and abroad: Situation analysis and development trends. Vilnius, Lithuania. Instituto de Evaluacin y Asesoramient Educativo, Neturity, Fundacin Germn Snchez Ruiprez. (2007). Information and communications technologies in education: A report on the presence and usage of ICT in primary and secondary schools (academic year 2005-2006). Madrid, Spain: Ministry of Education and Science. Kaisti, J., Hmlinen, T. and Jrvel, S. (2007). The pedagogical impact of ICT in Northern Finland. Oulu, Finland: Oulu University Press. Karagiorgi, Y. and Charalambous, K. (2002). Information and communications technology inservice training for teachers: Cyprus in perspective. London: Routledge Informa Ltd. Karagiorgi, Y. and Charalambous, K. (2004). Curricula considerations in ICT integration: Models and practices in Cyprus, Education and Information Technologies, Vol. 9, No. 1, March 2004, pp. 21-35. Karagiorgi, Y. and Charalambous, K. (2006). In-service training and school practices: In search for the impact, Journal of Education for Teaching, Vol. 32, No. 4, November 2006, pp. 395-411. Krpti, A. (2004). Travellers in cyberspace: ICT in Hungarian Romani (Gypsy) schools, Promoting Equity Through ICT in Education, pp. 141-156. Paris, France: OECD.
Krpti, A. et al. (2007). ICT in multigrade schools: Final report for the NEMED project. Budapest, Hungary: ELTE, Faculty of Sciences. Kiesa, E. et al. (2006). E-learning Nordic 2006: Impact of ICT on education. Copenhagen, Denmark: Rambll Management. Retrieved from http://itforpedagoger.skolverket.se/digitalAssets/177565_English_eLearningNordic2006.pdf Klerfelt, A. (2007). Childrens digital storytelling and cultural meaning: A link between educational practice and mass media. Gothenburg, Sweden: Goteborg Studies in Educational Sciences, University of Gothenburg. Kovatcheva, E. and Kommers, P. (2003). Cyberpsychology the influence of the internet under pupils behavior and psyche. Sofia, Bulgaria: PC Magazine. Ljung-Djrf, A. (2004). Play around the computer: Computer use as meaning making practice in pre-school. Malm, Sweden: Malm studies in educational sciences. Retrieved from www.lub.lu.se/luft/diss/soc_486/soc_486.pdf (Swedish) Medienpdagogischer Forschungsverbund Sdwest-mpfs (ed). (2008). Kinder und MedienComputer and Internet (KIM study). Stuttgart, Germany. Retrieved from www.mpfs.de Mitzlaff, H. (ed). (2007). International handbooks: ICT, primary school, kindergarten and new learning culture. Baltmannsweiler, Germany: Schneider Verlag Hohengehren. National Statistics Office. (2005). Survey of information communication technology in schools. Malta: National Statistics Office. Retrieved from www.nso.gov.mt/statdoc/document_file.aspx?id=1495 Nesler, R. (2004). Didactics supported by ICT: A curricular proposal for the introduction of ICT (Didattica assistita dalle nuove tecnologie). Trento, Italy: IPRASE Trentino. www.iprase.tn.it/old/in05net/upload/pub/materiali/P4t4n580_DidatticaAssistita_dalle_NuoveT ecnologie.pdf (Italian) Netherlands Inspectorate of Education (Ed.). (2004). ERNIST ICT school portraits: 20 school portraits of innovative use of ICT in six European countries. Netherlands: Netherlands Inspectorate of Education on behalf of European Schoolnet and other research partners. Retrieved from www.eun.org/insight-pdf/schoolportraits/ERNIST_ICT_schoolportaits.pdf Nilsson, M. (2003). Transformation through integration: An activity theoretical analysis of school development as integration of child care institutions and the elementary school. Blekinge, Sweden: Blekinge Institute of Technology. Retrieved from http://ethesis.helsinki.fi/julkaisut/kas/kasva/vk/nilsson/transfor.pdf Noveanu, E., Potolea, D. et al. (2008). ICT-based education system: SEI programme in Romania: Evaluation research report (EVAL SEI 2008). Bucharest, Romania: Agata Publishing House. Retrieved from www.elearning.ro/resurse/EvalSEI_raport_2008.pdf (Romanian)
Pedersen, S. G. et al. (2007). Knowledge sharing in Danish schools. Copenhagen, Denmark: Rambll Management. Retrieved from www.eng.uvm.dk/~/media/Files/English/PDF/071101_Knowledge_sharing_Danish_Schools. ashx Pfarrhofer, Dr. D. (MMag) and Koller, M. (2007). Ooe. BIMEZ Kinder-Medien-Studie 2007. Linz, Austria: Bimez. Retrieved from www.bimez.at/uploads/media/pdf/medienpaedagogik/kinder_medien_studie07/studie_gesam t.pdf (Austrian) Ponte, J. et al. (2006). Internet@EB1:Monitoring the use of the internet in public Portuguese primary schools: Evaluation report. Lisbon, Portugal: FCCN. Retrieved from www.fccn.pt/files/documents/Relatirio_Final_Avaliacao_EB1.pdf (Portuguese) Ponte, J., Oliveira, H. and Reis, P. (2007). Assessment report: Project of ICT basic competences in primary schools (Projecto Competncias Bsicas em TIC nas EB1: Relatrio de Avaliao). Portugal: Ministrio da Educao (ME). Retrieved from www.crie.min-edu.pt/files/@crie/1193391766_Relatorio_Executivo_CBTIC_26_10.pdf (Portuguese) Rambousek, V. et al. (2007). Research of ICT education on primary schools (Vzkum informan vchovy na zkladnch kolch). Plze, Czech Republic: KONI. Ramboll Management (2006) Elearning Nordic 2006: Impact of ICT on Education eleaning Nordic study. Denmark: Ramboll Management. Retrieved from: www.oph.fi/instancedata/prime_product_julkaisu/oph/embeds/47637_eLearning_Nordic_Eng lish.pdf Ramos, M. (2005). Children, technology and learning: Contribution for a grounded theory (Crianas, tecnologias e aprendizagem : contributo para uma teoria substantiva). Braga, Portugal: Instituto de Estudos da Criana Universidade do Minho. Retrieved from http://repositorium.sdum.uminho.pt/handle/1822/6914 (Portuguese) Reiska, P. et al. (2008). ICT and other integrated subjects in the Estonian frame curriculum for general education.Tallinn, Estonia: Tallinn University. Rodrigues, M. (2006). Internet@EB1: Case study of a Setbal school cluster. Aveiro, Portugal: Universidade de Aveiro. Retrieved from http://nonio.ese.ips.pt/nonio21/index.php?option=com_docman&task=doc_download&gid=35 &Itemid=66 (Portuguese)
Sander, W. et al. (2007). Digital media in primary schools: A research project on social studies (Digitale Medien in der Grundschule: Ein Forschungsprojekt zum Sachunterricht). Germany: Wochenschau-Verlag. Smeets, E. (2005). Does ICT contribute to powerful learning environments?, Computers & Education, 44 (2005), pp. 343355. Socit PRAGMA. (2006). Study on the use of ICT in school teaching (Etude sur les usages des dispositifs TIC dans lenseignement scolaire). Paris, France: Ministre de lEducation. Somekh, B. et al. (2007). Evaluation of the primary schools whiteboard expansion project: Report to the Department for Children, Schools and Families. Coventry, United Kingdom: Becta. Retrieved from http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/ whiteboards_expansion.pdf Stangl, W. (2000). Internet @ schule 2000. Linz, Austria: Studienverlag. Trk, B. (2008). The process of ICT integration in schools ICT-metrics measuring tool. Budapest, Hungary: Etvs Lrnd University Faculty for Doctoral Programme in Education. Retrieved from http://members.iif.hu/tor6274/resource/phd_thesis_english_torok_balazs.pdf Underwood, J. et al. (2007). Impact 2007: Personalising learning with technology. Coventry, United Kingdom: Becta. Retrieved from http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/ impact_July2007.pdf Verhallen, M., Bus, A. and De Jong, M. (2004). Stimulation of emergent literacy by electronic books in preschool education (Elektronische boeken in de vroegschoolse educatie). Amsterdam, Netherlands: Stichting Lezen. Wilde, D. (2003). New media in primary schools: Proposal for an inclusion in the curriculum (Neue Medien in der Grundschule-Anregungen fr Neue Medien in der GrundschuleAnregungen). Berlin, Germany: online. Retrieved from www.dagmarwilde.de/semik/neuemedien/pdfs/eckpunkteneuemedienrlp04.pdf (German) 7.2 SECONDARY SOURCES OECD (2005) Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us (OECD, 2005, Paris: France, OECD .www.oecd.org/dataoecd/28/4/35995145.pdf Balanskat, A., Blamire, R., Kefala, S. (2006). The ICT impact report-A review of Studies of ICT impact on schools in Europe. Brussels, Belgium: European Schoolnet.
Retrieved from http://insight.eun.org/ww/en/pub/insight/misc/specialreports/impact_study.htm Borg, N. (2005). Primary ICT support initiatives. Malta: Department of Technology in Education. Retrieved from http://schoolnet.gov.mt/ictprimary/supportinitiatives/docs/SIpyp05-06.pdf Bulgarian Ministry of Education and Science. (2006). National Strategy for implementation of ICT in Bulgarian schools. Sofia, Bulgaria: online. Retrieved from hwww.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/strategies/str ategia_ikt.pdf (Bulgarian) Condie, R. et al. (2007). The impact of ICT in schools: A landscape review. Coventry, United Kingdom: Becta. Retrieved from http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/ impact_ict_schools.pdf Geske, Dr. A., Grinfelds, Dr. A, and Kangro, Dr. A. (2003). International comparative educational research in Latvia: Current results and trends, Acta Paedagogica Vilnensia, Vol. 10, 2003, pp. 67 - 84. Kolov, S. (2007). Knowledge repositories/educational portals in Czech education. Ostrava, Czech Republic: Calibrate CZ. Totin, A. et al. (2006). e-Bulgaria 2006. Sofia, Bulgaria: ARC Fund. Retrieved from www.arc.online.bg/fileSrc.php?id=1975 (Bulgarian)

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Study of the impact of technology in primary schools

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1. BACKGRO UND AND CHALLENGES

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Types of studies Policy/Project evaluations Inspection reports/National surveys Literature Reviews

IE, CZ, NO, Specific ES, SI ICT

Home - School DE, AT ICT use Teachers use

Requirement studies Handbook (collection of studies)

ICT and disadvantaged learners ICT and curriculum

the MT, CY, IT

Virtual Learning DK, NO, FI, SE Environments

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3. IMPACT ON LEARNERS AND LEARNING

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4. IMPACT ON TEACHERS AND TEACHING

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6. IMPLIC AT IONS OF FINDINGS AND CONCLUDING REMARKS

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