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52 abc PANORAMA echoes this finding. UK research shows that English, maths and science test scores improve with ICT, and a Hungarian study shows that ICT-rich constructivist learning environments improve learning outcomes, especially for disadvantaged children. Many case studies highlight how ICT helps children understand the subject they are studying and caters for individual needs, although schools find it hard to isolate the contribution of ICT to test scores. However, research suggests that there is a discrepancy between children’s underuse of ICT at school and their more frequent and often more sophisticated use at home. Although a range of digital skills are acquired outside school informally, some basic computer skills are not. ICT increases motivation, confidence and engagement in learning Some 87 % of teachers say that pupils are more motivated and attentive with ICT — according to the LearnInd data. Much of the research suggests that ICT has a positive impact on student attendance, behaviour, motivation, attitudes and engagement, that guided, active and enquiry-based tasks with ICT are particularly motivating, and that technology enables finer differentiation and personalisation. A large-scale comparative study shows that pupils participate more actively in learning IMPACT ON LEARNERS AND LEARNING M o s t t e a c h e r s u s e I C T a n d a r e ‘ICT-optimistic’ Some 75 % of primary teachers (and their pupils) use computers in class according to the LearnInd data: from around 90 % in the Nordic countries to approximately 35 % in Greece, Latvia and Hungary. Teachers find that ICT supports in equal measure a range of learning and teaching styles, whether didactic or constructivist, in passive activities (exercises, practice) and in more active learning (self-directed United Kingdom: motivated, confident and engaged independent learners when ICT is used. Teachers in the school survey felt strongly that ICT is a means of overcoming low motivation, social diversity and disengagement. In the case studies, there are examples of schools using ICT to improve links between learning inside and outside school and involve parents. ICT also impacted on group processes and collaborative learning. Assessment can be more sophisticated and individualised ICT-based assessment systems used in some case study schools give more sophisticated feedback to teachers, parents and pupils on their performance, e.g. through the analysis of test scores. Virtual learning environments enable the individual tracking of progress and help identify the next ‘learning step’, so enabling pupils themselves to detect errors and shortcomings. Achievement can be recorded in e-portfolios. learning, collaborative work). The research shows that rich constructivist learning environments improve learning outcomes, especially for learners from disadvantaged areas. Teachers in some countries (United Kingdom, Cyprus, the Netherlands, Portugal and Poland) are more optimistic about ICT than others (Sweden, France and Austria). Nevertheless, a significant minority (21 %) consider that using computers in class does not in itself have significant learning benefits. There is little to no correlation between impact
optimism and levels of school equipment, sophistication of use or even teacher skills. There is a cluster of countries with high-skill levels and high expectations as to ICT impact: the United Kingdom, the Netherlands, Cyprus and Malta. ICT is pedagogically under-used Despite the high levels of reported classroom use mentioned above, according to some studies teachers use ICT more for administration, organisation and planning. They also indicate that teachers are aware of the potential benefits of ICT for students, have a positive perception of ICT in terms of supporting active autonomous learning and creating authentic tasks, but lack the pedagogical vision to integrate ICT effectively in teaching. The research shows that ICT can promote new pedagogical approaches, but only if ICT is fully integrated into subject lessons. In the Nordic countries, teachers in primary schools more often regard ICT as supporting their pedagogy than teachers in secondary schools. Quality training increases teachers’ motivation and digital and pedagogical skills Teachers responding to the good practice survey consider that using ICT improves their motivation and teaching skills. We know from the policy survey that the 30 IMPACT ON SCHOOLS AND ICT PLANNING Children’s access to technology is improving Analysis of the 2006 LearnInd data reveals that almost all primary schools use computers, with at least 88 % of schools in each country having Internet access and with an average of eight Internet computers per 100 pupils. However, there are huge variations in ICT infrastructure and connectivity across and within countries. The computer-to-pupil ratio ranges from Spain: after school onsite training responsive to needs with a pedagogical expert on hand countries are investing in developing teacher ICT skills; but that in a significant number of countries teachers entering the profession may have little formal training in using ICT in teaching. Researchers have drawn some worrying conclusions about the effectiveness of continuing professional development in ICT: that teachers have failed to acquire the desired level of ICT skills for classroom instruction and that training has not translated into gains in pupil learning. Research suggests that teachers adapt more easily to new technologies through a stepby-step approach with minimal disruption, and that on-site is preferable to off-site training. Training courses failed to match needs and lack the pedagogical and practical dimension, according to the analysis of responses to the policy survey. The survey also indicates that reliable technical backup and inspiring pedagogical support for teachers are often missing. Luxembourg (23 computers per 100 pupils), Denmark and Norway (18), the United Kingdom (16) and the Netherlands (15) to much lower figures for Latvia, Lithuania and Poland (6) and Greece and Slovakia (5). According to figures provided for the policy report, the computer-to-pupil ratio now ranges from 3.1 to 32 per 100 pupils and that eight countries have more than 14 computers per 100 pupils (representing over 50 000 schools). Some 72 % of the PANORAMA 53
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1/2010 N° 234 ALICANTE BERGEN N.H.
Page 4 and 5: 2 PANORAMA "SAME PROCEDURE AS EVERY
Page 6 and 7: 4 EDITORIAL BY RICHARD GALVIN, DIRE
Page 8 and 9: 6 VORWORT VON RICHARD GALVIN, DIREK
Page 10 and 11: 8 EDITORIAL PAR RICHARD GALVIN, DIR
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Page 20 and 21: 18 PANORAMA Should all children be
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Page 40 and 41: 38 THE IMPACT OF INTERACTIVE WHITE
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Page 52 and 53: 50 Roger Blamire is Senior Manager
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102 D’UN LOCAL VIDE À UNE BIBLIO
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112 PANORAMA PROBLEM SOLVING Alread
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114 L’INFORMATIQUE, LES TECHNOLOG
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132 EASY COMMUNICATION IN THE CLOUD
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LA FORMATION ON-LINE DES ENSEIGNANT
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150 COMPUTER-ASSISTED TEACHING AND
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156 PANORAMA The European Schools h
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158 PANORAMA PROPOSALS TO THE SCHOO
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