Session Information
16 SES 05 B, ICT in Schools (part 1)
Symposium, to be continued in Session 16 SES 06 B
Contribution
In recent years, technological developments have had a great influence on the way technology enhanced learning environments have been set up. There is evidence that the use of technology to support learning is starting to change our ideas on learning and instruction. The roles of teachers and students are changing and learning is becoming more learner-oriented and less teacher-oriented. In addition, web-based learning facilitates collaborative learning to an extent that has hitherto not been possible.
The introduction of new technologies into teaching and learning processes has, however, also met with resistance from teachers and student. Problems arising from technology enhanced learning therefore need to be discussed, as well as the promises the new approach holds. The papers of the proposed symposium will focus on the different ways technology might support learning; although they present different views, in their totality, they make up what might be called a European perspective.
The proposal for a symposium on ”Technology to support learning“ is made up of five parts. In total, the symposium includes 13 contributions from researchers in the field of technology enhanced learning from eight European countries (Austria, Finland, Germany, Netherlands, Norway, Portugal, Spain and the UK) The papers reflect the currant state of art in this field; most of them present results from empirical research while some address theoretical questions and policy-related issues.
The five parts of the symposium are organised in three sections. The seven contributions in section A deal with the use of ICT in schools. The six contributions in section B are related to web-based instruction and learning, while the three contributions in section C focus on focus on the individual learner in technology enhanced learning.
Section A: ICT in schools (1)
Juana Sancho and her colleagues from Barcelona University are pursuing the question of whether the introduction of technology to support learning is changing the culture of schools in Spain. Hannele Niemie and her colleagues from Helsinki University studied efforts to promote ICT in everyday life of schools in Finland and, based on their research, identify and number of conditions for the well-functioning of ICT culture in schools. Adriana Gewerc Barujel from the University of Santiago de Compostela in her contribution addresses the question to what extent schools and teachers in Spain oppose or support the changes that are like to come with the introduction of ICT into the classrooms. Finally, Karl Steffens from the University of Cologne in Germany reviews data from the 2003 and 2006 PISA studies in order to compare ICT use in and out of school across European countries.
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