09 SES 03 B, Findings from ICILS 2013: Relating Individual, Class and School Characteristics to ICT Use and CIL Achievement
Computers and other forms of Information and Communication Technology (ICT) have become commonly used in teaching and learning in schools as well as being seen to be an important aspect the preparation of young people for adult life. Many education systems have adopted policies intended to support the pedagogical use of ICT by schools and teachers (Bakia, Murphy, Anderson, & Trinidad, 2011; Plomp, Anderson, Law, & Quale, 2009). The rationale for this is related to potential for enrichment new technologies offer for teaching and learning (Kozma, 2003) as well as the need for educating young people to develop the ICT skills necessary to successfully participate in modern society (Ferrari, 2012; Kozma, 2008). Within the European contexts, both the European Commission’s i2010 strategy (European Commission, 2008) and its successor, the Digital Agenda for Europe (European Commission, 2013) emphasise the widespread recognition of the importance of ICT for educational policy and practice.
Research has shown, however, that the use of ICT in educational practice tends to depend on teachers’ experience of, familiarity with, and competence in ICT as well as the subjects they teach (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012; Law, Pelgrum & Plomp, 2008; Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014). Furthermore, there continues to be considerable variation with regard to the ICT curricula, resources, and teaching approaches (Sturman & Sizmur, 2011).
This paper aims to (1) review the extent and types of ICT use for teaching lower secondary students across a number of European countries and (2) identify the factors associated with teachers’ use of these technologies in the classroom.
Bakia, M., Murphy, R., Anderson, K., & Trinidad, G. E. (2011). International experiences with technology in education: Final report. Washington, DC: U.S. Department of Education. European Commission. (2008). Digital Literacy European Commission working paper and recommendations from Digital Literacy High-Level Expert Group. Brusells, Belgium: Author. Retrieved from http://www.ifap.ru/library/book386.pdf European Commission (2013). Survey of schools: ICT in education benchmarking access, use and attitudes to technology in Europe’s schools. Brussels: Author. Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Seville, Spain: Institute for Prospective Technological Studies, European Commission. Retrieved from http://www.ifap.ru/library/book522.pdf Fraillon, J., Schulz, W., &Ainley, J. (2013).International computer and information literacy study: Assessment framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Fraillon, J., Schulz, W., Friedman, T., Ainley, J., & Gebhardt, E. (Eds.) (2015). International Computer and Literacy Information Study 2013 Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA). Kozma, R. (2003). Technology, innovation, and education change: A global perspective: A report of the Second Information Technology in Education Study (SITES) Module 2. Eugene, OR: International Society for Technology in Education, pp. 1-18. Kozma, R. (2008). Comparative analyses of policies for ICT in education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in education (pp. 1083–1096). Berlin, Germany: Springer Science. Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT Use in Schools Around the World: Findings from the IEA SITES 2006 Study. Hong Kong: Comparative Education Research Centre, University of Hong Kong. Plomp, T., Anderson, R. E., Law, N., & Quale, A. (Eds.). (2009). Cross national policies and practices on information and communication technology in education (2nd ed.). Greenwich, CT: Information Age Publishing Sturman, L., & Sizmur, J. (2011). International comparison of computing in schools. Slough, UK: National Foundation for Educational Research (NFER).
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