The Use of ICT in Education: a survey of schools in Europe
The Use of ICT in Education: a survey of schools in Europe
复制标题
信息通信技术在教育中的应用：欧洲学校调查
DOI：
10.1111/ejed.12020
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发表时间：
2013
影响因子：
2.4
通讯作者：
C. Monseur
中科院分区：
文献类型：
--
作者：
Patricia Wastiau;R. Blamire;C. Kearney;V. Quittre;E. gaer;C. Monseur
欧盟委员会于 2011 年委托开展的“学校调查：信息通信技术在教育中的应用”于 2011 年 1 月至 2012 年 11 月期间进行，并于 2011 年秋季收集数据。本文介绍了该调查的主要结果，该调查基于随机抽样的小学、初中和高中学生、教师和校长的 190,000 多份问卷答案。本文详细介绍了分析框架的设计和实施的调查方法。然后介绍了已建立的主要“最先进”指标，涉及信息通信技术基础设施及其接入、学生在课堂上基于信息通信技术的活动频率、教师和学生对其数字能力的信心水平、他们对使用信息通信技术进行教学和学习的看法，以及学校支持信息通信技术融入教学的战略。本文还介绍了分析探索部分的主要结果，介绍了数字化支持学校、数字化自信和支持性教师以及数字化自信和支持性学生的概念，估计了它们在欧盟层面的平均比例和按国家划分的比例，并调查了高比例的数字化支持学校是否包含高比例的数字化自信和积极的教师和学生。本文最后提出了一些针对欧洲、国家、区域/地方和机构层面政策制定的建议。
The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.