steps presentation

STEPS

Study on the Impact of ICT in Primary Schools (2007/4013)

EMINENTRome 4 December 2008

Primary schools• Less visible than secondary schools• “Primary schools teach children,

secondary schools teach subjects”• More fertile ground for ICT success?

– One teacher with one class– Fewer external high-stakes examinations– Smaller schools– Multimedia

Objectives

By 30 June 2009:

• Compare ICT strategies, impact and prospects in primary schools in 30 countries

• Recommendations on ICT in education

• Drivers and enablers for ICT

Team

• European Schoolnet– Including over 50 ministry of education

nominated National Correspondents in 25 countries

• Empirica– Including five sub-contracted NCs

Methodology• Review literature of results of ICT policies• Compare approaches, results, environmental

features influencing results• Identify strategy typologies• Provide evidence for recommendations • Select 15-20 exemplars• Analyse them as case studies:

– Overall primary school ICT development plan– Implementation strategy– Organisational changes introduced– Pedagogical implications – Teachers’ participation and assessment– Impact on performance, motivation and participation

Progress

Literature review• NCs identified studies

– Using agreed criteria

• Results: 58 reviews from 21 countries• Common review format• Two-part knowledge base

– Study details– Enablers and inhibitors

• Reviews analysed– To feed into overall analysis and country

reports

Literature Review KB: home page

Literature Review KB: study review example

Literature Review KB: enablers and inhibitors example

Deepening the picture

• Learnind data full analysis• Policy-maker survey and analysis• School survey and initial analysis

Analysis of LearnInd Data

• Samples– Head teacher survey: 10,456

– Classroom teacher survey: 20,499

• Quotas for region type and location type

• CATI: Computer Aided Telephone Interview

• Interview duration: 10 minutes

• Fieldwork: March – May 2006


• Impact assessment based on teacher attitudes and motivation

• Analysis of perceived impact and teacher motivation

• Results:– advantages of ICT use

– pupils are more motivated and attentive

– significant learning benefits

– best use for collaborative work

– followed by “exercises and practice”

– only 1% are against the use of ICT


• Factor analysis reveals key factors

• Some relationship between high support of ICT in class and optimistic impact expectations -> country clusters

FI

DK

UK

SE

NO

NL

MT

CY

DE

IE

CZ

SIIT

SK

IS

ATES

LU

FR

BE

EEPT

LT

PL

HU

EL

LV

EU average

-

-->

> Im

pac

t optim

ists

--

->>

--->> Supporting broad use of ICT in class --->>


• Some relationship between teacher’s ICT skills and optimistic impact expectations -> country clusters

FI

DK

UK

SE

NO

NL

MT

CY

DE

IE

CZ

SIIT

SK

IS

ATES

LU

FR

BE

EE

PT

LT

PL

HU

EL

LV

EU average

- - <--- Teacher's ICT skills ---> ++

<----

Impa

ct Sc

eptic

s

Im

pact

Optim

ists--

-->


• Country clusters:1. Frontrunners cluster "Nordic countries and

Islands" (blue)

2. Eastern and Southern European cluster (yellow)

3. German speaking cluster (green)

4. Western continental cluster (orange)

5. Cluster consisting of Greece and Latvia (red)


Nordic + Islands Cluster

-3 -2 -1 0 1 2 3

Learning Material: Offline and other materials

Learning Material: Online, schoolnet and established sources

Barriers: Teachers content w support & materials

Barriers: Teachers experiencing little barriers

Impact: Optimistic about benefits of ICT in teaching

Impact: ICT should be used for various purposes

Use in many different subjects

Use in class, generally

Skills: Teachers' computer skills

Infrastructure: Open computer access

Infrastructure: Breadth of Computer equipment and broadband

Infrastructure: Advanced in-school service supply

Infrastructure: Networking and internet access

ØEU = 0scale: std devs

• SE, NO, IS, FI, DK, NL, UK, CY, MT


Eastern + Southern Cluster

-3 -2 -1 0 1 2 3















• CZ, SK, PL, HU, SI, LT, EE, ES, IT

Analysis of LearnInd Data Western Continental Cluster

-3 -2 -1 0 1 2 3















• FR, BE, LU, PT


German speaking Cluster

-3 -2 -1 0 1 2 3















• AT, DE


Greece + Latvia Cluster

-3 -2 -1 0 1 2 3















• EL, LV

Policy Survey

• To identify policy context, priorities, approach, enablers and inhibitors

Policy Survey (empirica) KB: home page

Policy Survey KB: completed survey example

Policy survey

• 18 complete responses• 4 in progress, 4 not begun• Summaries prepared for each

country• Initial typologies

Policy differentiators?• General

– Curriculum– School autonomy– Teacher education and incentive regime– Involvement of family– Pedagogical approaches

• ICT– Enshrined in policy– Pedagogical training– PCs in classroom– Technical support ensured

School survey

• To enable primary schools to self-report good practice

• Online and on paper• Responses from 19 countries

Analysis, integration

• Analytical framework• Country briefs

Analytical frameworkSystem People

Education system

School Teachers Learners

Resources Resources

Processes ICT strategy ICT strategy and attitude

ICT attitude

Support

Curriculum Subject

Assessment

Planning and administration Planning learning

Communication and collaboration

Pedagogy Learning

Competences

Motivation, confidence, self-esteem

Test scores

Country Briefs

• Summary of results from different tasks and WPs on a country-by-country base

• Common Structure and format, approx. 10 pages

Country Briefs

• Structure:– 1. Introduction

– 2. Policies

– 3. Empirical Evidence

– 4. Evidence from Literature

– 5. Examples of Good Practice in Primary Schools

– Annexes

Country Briefs

Case studies

• Exploring hypotheses in schools• Clusters and typologies

Methodology for completion of work

• Prepare country briefs one by one– as data becomes available

• Complete policy surveys• Cover gaps• School visits ongoing• Draft overall analysis• Prepare final deliverables