16 SES 09 A, Technology Enhanced Learning: Focusing on Students (Part 2)
Symposium: continued from 16 SES 08
During the last decade, large sums of money were invested in many countries to foster the use of ICT in education. In various catalogues, digital competence was named as a 21st century key competence (e.g. World Bank, 2003; European Council, 2006). The expectations were that (1) schools would equip their students with ICT skills, (2) schools would bridge the digital divide and that (3) ICT would make teaching and learning more effective (OECD, 2010).
Although the use of ICT in European schools is still fairly low, it did increase over the last ten years (OECD, 2011). However, ICT is used much more often at home than at school. At the same time, there are large differences in ICT use between the European countries, and within the countries, there are differences in ICT use which are related to students’ socio-economic backgrounds. This is an issue that is discussed by Kerstin Drossel and her colleagues from Germany in their contribution. Their somewhat paradoxical finding is that the absence of access to computer and Internet is an indicator of low socio-economic status of students’ families, while at the same time, students with this background who do have access to computer and Internet use these digital devices much more frequently than students from better socio-economic background.
Notwithstanding these problems in ICT use, there is at least some evidence that using ICT may support students in their learning activities. Stefanie Hillen reports on the use of digital tools to support learning. Elaboration of information is an important aspect of learning and digital tools may support elaboration by facilitating visualization of the information to be acquired. In her contribution, she will report on an empirical study she did on the use of digital tools with bachelor students of her university.
During the last two decades, developments in ICT have made the Internet not only a rich source of information on practically any topic, they also have made the Internet interactive thus allowing learners to communicate with each other very easily. The Internet as a communication platform is therefore becoming increasingly important in teaching and learning. Patricia Fidalgo and her colleague explored opinions of students who had taken an online course on online teaching and who had participated in the accompanying online discussion forum. They wanted to know what their students thought about different strategies in online discussions and how these strategies compared to those discussed in the literature.
European Council. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Retrieved from http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
OECD. (2010). Are the new Millennium learners making the grade? Technology use and educational performance in PISA. Paris: Centre for Educational Research and Innovation.
OECD. (2011). PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). Paris: OECD.
World Bank. (2003). Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries. Washington DC: The World Bank.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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