Basic indicators on the incorporation of ICT into European education systems. Facts and figures. 2000/01 annual report.

Institution	Europäische Kommission / EURYDICE
Titel	Basic indicators on the incorporation of ICT into European education systems. Facts and figures. 2000/01 annual report.
Quelle	Brussels: EURYDICE (2001), X, 38 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Grafiken
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	2-87116-332-4
Schlagwörter	Kompetenz; Erziehungsziel; Medieneinsatz; Bildungspolitik; Primarbereich; Sekundarbereich; Lehrer; Lehrerausbildung; Lehrplan; Unterrichtszeit; Computerunterstützter Unterricht; Informatikunterricht; Telekommunikation; Beitrittsland; Finanzierung; Bildungsindikator; Hochschule; Internationaler Vergleich; Internet; Europäische Union; Informationstechnologie; Belgien; Bulgarien; Deutschland; Dänemark; EFTA-Staaten; Estland; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Lettland; Liechtenstein; Litauen; Luxemburg; Malta; Niederlande; Norwegen; Polen; Portugal; Rumänien; Schweden; Slowakei; Slowenien; Spanien; Tschechische Republik; Ungarn; Zypern; Österreich
Abstract	This publication contains information on national policies for education in Information and communication technology (ICT) and indicators on the way this technology has been incorporated into European school education systems. It has been prepared on the basis of data supplied by the National Units in the Eurydice Network ... and the findings of the first Eurobarometer Flash surveys on this subject. The present report demonstrates clearly how this sector has now become an educational priority. ... It is also consistent with the eLearning action plan implemented as part of EU policy. The indicators in this publication draw special attention to the following aspects: 1. Education policies are increasingly geared to the use of ICT, 2. Budgets are rarely managed exclusively at central government level, 3. Programming is often not among the curricular aims of the three levels of school education, 4. A majority of teachers make use of ICT in the course of their teaching on a regular basis, 5. An increasing number of countries include ICT in the compulsory curriculum of initial teacher training, but training institutions are often largely free to determine how it should be taught. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)