Session Information
Session 2B (Symposium: see also Session 3B), Use of ICT in School Education in Southern Europe: Analysis and Recommendations
Symposium
Time:
2002-09-12
09:00-10:30
Room:
Faculty of Psychology and Educational Sciences Room 13
Chair:
Mercedes Gonzalez Sanmamed
Discussant:
Claudio Dondi
Contribution
OVERVIEW: A number of surveys, observatories and research projects on the introduction and use of ICT in schools have been developed by a wide range of institutions, organisations and individual researchers along last years. As some European institutional surveys highlight (Eurobarometer, Feb-May 2001; European eLearning Summit, May 2001; Cedefop Survey on eLearning, May 2001), Mediterranean countries are not on the rush of having the average level of introduction and use of these technologies in school level education. Greece, Italy, Portugal and Spain are developing a number of activities in this field but it seems not to be enough to increase the effective use of ICT in schools. Given the fact that the first aspect could help us to have an overview on the evolution of the impact of ICT in education, its major trends and its developing possibilities is a deeper analysis of conducted research in this field. Thus, this Symposium is going to present a descriptive analysis of the state of the art of research on the integration of ICT in school education in the European Southern countries. To do that, two different phases have been elaborated. The first one has as a main aim to establish a framework of indicators in order to be able to analyse the reality of the working field in each country. From a literature review on this research field, a number of categories are identified, with an special highlight in use of ICT for teaching and the needed training for teachers in this field. Contributors, from institutions strongly committed with both research and education, and linked with important European Networks related to the use of ICT in education, will present facts and data of each country: Greece, Italy, Portugal and Spain. The second step is dealing to develop a comparative analysis between the different achieved results. This comparison allows us to recommend a number of patterns to be followed in order to achieve a relevant increase in the effective use of ICT in school education, taking into account the different socio- economic, technological and cultural aspects. Furthermore, the conclusions of this Symposium should lead us to suggest some orientations to be applied in the social and educational policies in each context and will point on the future aspects in which further research is needed.
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