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InstitutionEuropean Commission (Belgium)
Titel2nd Survey of Schools: ICT in Education. Technical Report
Quelle(2019), (212 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN978-92-79-99680-1
DOI10.2759/035445
SchlagwörterQuantitative Daten; Information Technology; Computer Uses in Education; Technology Integration; Access to Computers; Foreign Countries; Benchmarking; Progress Monitoring; Elementary Secondary Education; Computer Literacy; Faculty Development; Family Environment; School Policy; Surveys; Data Collection; Sampling; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Norway; Netherlands; Poland; Portugal; Romania; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom
AbstractThe 2nd Survey of Schools: ICT in Education has two objectives: 1) Objective 1: Benchmark progress in ICT in Schools - to provide detailed and up-to-date information related to access, use and attitudes towards the use of technology in education by surveying head teachers, teachers, students and parents covering the EU28, Norway, Iceland and Turkey; 2) Objective 2: Model for a 'highly equipped and connected classroom' - to define a conceptual model for a 'highly equipped and connected classroom' (HECC), presenting three scenarios to describe different levels of a HECC and to estimate the overall costs to equip and connect an average EU classroom with advanced components of the HECC model. Two separate reports are published concurrently, focusing on each of the two study objectives of the '2nd Survey of Schools: ICT in Education'. The current publication relates to the first objective of the study, benchmarking progress in ICT in schools, and covers the detail of the design and implementation of the survey. The first objective of the 2nd Survey of Schools: ICT in Education therefore benchmarks progress in of Information and Communication Technologies (ICT) in schools. The survey was carried out in 31 countries (EU28, Norway, Iceland and Turkey) by conducting interviews with head teachers, teachers, students and parents in three different ISCED levels (ISCED 1: primary schools; ISCED 2: lower secondary schools: ISCED 3: upper secondary schools). A range of different topics were covered, including (a) access to and use of digital technologies, (b) digital activities and confidence of teachers and students in their digital competence, (c) ICT related professional development of teachers, (d) digital home environment of students and (e) schools' digital policies, strategies and opinions. The current study builds upon the European Commission Survey of Schools: ICT in Education 2013. [This study was carried out for the European Commission by Deloitte and Ipsos MORI.] (As Provided).
AnmerkungenEuropean Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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