16 SES 01 A, Trends in Policy and Practice of Educational Technology
Parallel Paper Session
The year 2001 was a landmark in ICT integration into education in the Czech Republic due to the launching of the State Policy for Information in Education with its two principal strategic focuses. The first one was making ICT infrastructure available to all participants of education (in schools as well as continuing or lifelong education). The second focus was creating a framework for integrating ICT in educational curricula at all levels of school, with emphasis on the key role of teachers’ adequate readiness. The implementation of the State Policy for Information in Education took place in two phases. The first one addressed a relatively wide range of tasks in connection with ICT implementation in schools while the second one focused mainly on educating the wider public in ICT tools use.
The first phase consisted of 3 programmes reflecting, more specifically, the priorities of ICT integration into the Czech system of education:
I. Information-technologies literacy. The objective of this programme was increasing teachers’ competences in ICT use.
II. Educational software and information resources. The programme focused on technologies themselves including the educational content in the digital form.
III. Infrastructure. This programme’s primary focus was on equipping institutions and schools.
Despite many problems, activities within all 3 programmes got under way. Equipping schools with ICT infrastructure and educational software took off quite vigorously while the programme in support of teachers’ information literacy was slower to gain momentum.
Ten years is a relatively long span in ICT integration into education and it makes sense to ask what is the current situation in basic schools (ISCED 1 and 2) as far as ICT infrastructure and use is concerned. The author of the paper has been mapping the situation since 2003 and has presented the results of his research at ECER conferences (ECER 2007-2010), his research drawing mainly on qualitative methodology. The present paper presents a more comprehensive view, taking his previous research as a starting point and complementing it. His paper focuses on the situation in ICT availability in Czech basic schools (availability of ICT infrastructure, up-to-dateness of PCs etc.), on Czech teachers’ ICT skills and their didactic skills concerning ICT use. Another, rather specific question concerns PC rooms and their role in ICT use in education.
BALANSKAT, Anja, BLAMIRE, Roger, KEFALA, Stella. The Impact Report. A review of studies of ICT impact on schools in Europe. [on-line]. Brussels: European Schoolnet, 2006. Online:
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