The Use of ICT in Education: a survey of schools in Europe

Authors

  • Patricia Wastiau,

  • Roger Blamire,

  • Caroline Kearney,

  • Valerie Quittre,

  • Eva Van de Gaer,

  • Christian Monseur


Patricia Wastiau, European Schoolnet, 61 rue de Trèves, 1040 Brussels, Belgium, patricia.wastiau@eun.org

Roger Blamire, European Schoolnet, 61 rue de Trèves, 1040 Brussels, Belgium, roger.blamire@eun.org

Caroline Kearney, European Schoolnet, 61 rue de Trèves, 1040 Brussels, Belgium, caroline.kearney@eun.org

Valérie Quittre, Service d'approches quantitatives des faits éducatifs (SAQFE), Département Education, Université de Liège, Boulevard du Rectorat, 5 4000 Liège, Belgium, V.Quittre@ulg.ac.be

Eva Van de Gaer, Service d'approches quantitatives des faits éducatifs (SAQFE), Département Education, Université de Liège, Boulevard du Rectorat, 5 4000 Liège, Belgium, eva.vandegaer@ond.vlaanderen.be

Christian Monseur, Service d'approches quantitatives des faits éducatifs (SAQFE), Département Education, Université de Liège, Boulevard du Rectorat, 5 4000 Liège, Belgium, cmonseur@ulg.ac.be

Abstract

The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.

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