ICT in Schools - Department of Education and Skills

ICT in Schools
Tables
Table 1.1 Funding of ICT in education policy initiatives 12
Table 1.2 Student-computer ratio (SCR) in each school sector in given years 13
Table 1.3 Proportion of schools having at least one fixed and one mobile data projector 14
Table 2.1 Comparison of survey sample and population, primary schools 24
Table 2.2 Comparison of survey sample and population, post-primary schools 25
Table 2.3 Number and level of lessons observed, post-primary schools 29
Table 2.4 Quantitative terms used in the report 30
Table 3.1 Awareness and use of NCTE and ICT advisory services among teachers 36
Table 4.1 Teachers’ attendance at NCTE and ICT advisory service training courses 83
Table 4.2 Professional development preferences of post-primary teachers, by subject 88
Table 4.3 Teachers’ use of internet resources in planning and preparation for teaching 93
Table 4.4 Primary principals’ views on the strategic development of ICT 100
Table 4.5 Post-primary principals’ views on the strategic development of ICT 100
Table 4.6 Teachers’ priority areas for the development of ICT 102
Table 5.1 Proportion of primary teachers who rated their proficiency in ICT skills as either
“intermediate” or “advanced” 109
Table 5.2 Proportion of primary teachers who rated their ability in each of three ICT tasks
that facilitate teaching and learning as either “intermediate” or “advanced” 111
Table 5.3 Inspectors’ observations on the use of ICT to facilitate teaching and learning in
classrooms 113
Table 5.4 Teachers’ use of software and the internet to facilitate learning 117
Table 5.5 Most frequently used applications in the teaching of individual curricular areas 117
Table 5.6 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123
Table 5.7 Applications used by members of special-education support teams to promote the
development of skills 130
Table 5.8 Most frequently used applications to promote the development of individual
learning priority areas 131
Table 5.9 Comparison of inspectors’ ratings of the quality of ICT provision in supporting
children with special educational needs in mainstream and special-education
support settings 132
Table 5.10 Sample of inspectors’ comments on the quality of ICT use in special-education
support settings 133
Table 6.1 Proportion of post-primary teachers who rated their proficiency in ICT skills as
either “intermediate” or “advanced” 142
Table 6.2 Proportions of post-primary teachers who rated their ability in each of three ICT
tasks that facilitate teaching and learning as either “intermediate” or “advanced” 144
Table 6.3 Timetabled dedicated ICT lessons in post-primary schools 149
viii