STEPS Study on the Impact of ICT in Primary Schools (2007/4013) EMINENT Rome 4 December 2008

Primary schools Less visible than secondary schools “Primary schools teach children, secondary schools teach subjects” More fertile ground for ICT success? One teacher with one class Fewer external high-stakes examinations Smaller schools Multimedia

Less visible than secondary schools

“Primary schools teach children, secondary schools teach subjects”

More fertile ground for ICT success?

One teacher with one class

Fewer external high-stakes examinations

Smaller schools

Multimedia

Objectives By 30 June 2009: Compare ICT strategies, impact and prospects in primary schools in 30 countries Recommendations on ICT in education Drivers and enablers for ICT

By 30 June 2009:

Compare ICT strategies, impact and prospects in primary schools in 30 countries

Recommendations on ICT in education

Drivers and enablers for ICT

Team European Schoolnet Including over 50 ministry of education nominated National Correspondents in 25 countries Empirica Including five sub-contracted NCs

European Schoolnet

Including over 50 ministry of education nominated National Correspondents in 25 countries

Empirica

Including five sub-contracted NCs

Methodology Review literature of results of ICT policies Compare approaches, results, environmental features influencing results Identify strategy typologies Provide evidence for recommendations Select 15-20 exemplars Analyse them as case studies: Overall primary school ICT development plan Implementation strategy Organisational changes introduced Pedagogical implications Teachers’ participation and assessment Impact on performance, motivation and participation

Review literature of results of ICT policies

Compare approaches, results, environmental features influencing results

Identify strategy typologies

Provide evidence for recommendations

Select 15-20 exemplars

Analyse them as case studies:

Overall primary school ICT development plan

Implementation strategy

Organisational changes introduced

Pedagogical implications

Teachers’ participation and assessment

Impact on performance, motivation and participation

Progress

Literature review NCs identified studies Using agreed criteria Results: 58 reviews from 21 countries Common review format Two-part knowledge base Study details Enablers and inhibitors Reviews analysed To feed into overall analysis and country reports

NCs identified studies

Using agreed criteria

Results: 58 reviews from 21 countries

Common review format

Two-part knowledge base

Study details

Enablers and inhibitors

Reviews analysed

To feed into overall analysis and country reports

Literature Review KB: home page

Literature Review KB: study review example

Literature Review KB: enablers and inhibitors example

Deepening the picture Learnind data full analysis Policy-maker survey and analysis School survey and initial analysis

Learnind data full analysis

Policy-maker survey and analysis

School survey and initial analysis

Analysis of LearnInd Data Samples Head teacher survey: 10,456 Classroom teacher survey: 20,499 Quotas for region type and location type CATI: Computer Aided Telephone Interview Interview duration: 10 minutes Fieldwork: March – May 2006

Samples

Head teacher survey: 10,456

Classroom teacher survey: 20,499

Quotas for region type and location type

CATI: Computer Aided Telephone Interview

Interview duration: 10 minutes

Fieldwork: March – May 2006

Analysis of LearnInd Data Impact assessment based on teacher attitudes and motivation Analysis of perceived impact and teacher motivation Results: advantages of ICT use pupils are more motivated and attentive significant learning benefits best use for collaborative work followed by “exercises and practice” only 1% are against the use of ICT

Impact assessment based on teacher attitudes and motivation

Analysis of perceived impact and teacher motivation

Results:

advantages of ICT use

pupils are more motivated and attentive

significant learning benefits

best use for collaborative work

followed by “exercises and practice”

only 1% are against the use of ICT

Analysis of LearnInd Data Factor analysis reveals key factors Some relationship between high support of ICT in class and optimistic impact expectations -> country clusters

Factor analysis reveals key factors

Some relationship between high support of ICT in class and optimistic impact expectations -> country clusters

Analysis of LearnInd Data Some relationship between teacher’s ICT skills and optimistic impact expectations -> country clusters

Some relationship between teacher’s ICT skills and optimistic impact expectations -> country clusters

Analysis of LearnInd Data Country clusters: Frontrunners cluster "Nordic countries and Islands" (blue) Eastern and Southern European cluster (yellow) German speaking cluster (green) Western continental cluster (orange) Cluster consisting of Greece and Latvia (red)

Country clusters:

Frontrunners cluster "Nordic countries and Islands" (blue)

Eastern and Southern European cluster (yellow)

German speaking cluster (green)

Western continental cluster (orange)

Cluster consisting of Greece and Latvia (red)

Analysis of LearnInd Data

Analysis of LearnInd Data SE, NO, IS, FI, DK, NL, UK, CY, MT

SE, NO, IS, FI, DK, NL, UK, CY, MT

Analysis of LearnInd Data CZ, SK, PL, HU, SI, LT, EE, ES, IT

CZ, SK, PL, HU, SI, LT, EE, ES, IT

Analysis of LearnInd Data FR, BE, LU, PT

FR, BE, LU, PT

Analysis of LearnInd Data AT, DE

AT, DE

Analysis of LearnInd Data EL, LV

EL, LV

Policy Survey To identify policy context, priorities, approach, enablers and inhibitors

To identify policy context, priorities, approach, enablers and inhibitors

Policy Survey (empirica) KB: home page

Policy Survey KB: completed survey example

Policy survey 18 complete responses 4 in progress, 4 not begun Summaries prepared for each country Initial typologies

18 complete responses

4 in progress, 4 not begun

Summaries prepared for each country

Initial typologies

Policy differentiators? General Curriculum School autonomy Teacher education and incentive regime Involvement of family Pedagogical approaches ICT Enshrined in policy Pedagogical training PCs in classroom Technical support ensured

General

Curriculum

School autonomy

Teacher education and incentive regime

Involvement of family

Pedagogical approaches

ICT

Enshrined in policy

Pedagogical training

PCs in classroom

Technical support ensured

School survey To enable primary schools to self-report good practice Online and on paper Responses from 19 countries

To enable primary schools to self-report good practice

Online and on paper

Responses from 19 countries

Analysis, integration Analytical framework Country briefs

Analytical framework

Country briefs

Analytical framework Test scores Motivation, confidence, self-esteem Competences Learning Pedagogy Communication and collaboration Planning learning Planning and administration Assessment Subject Curriculum Support ICT attitude ICT strategy and attitude ICT strategy Processes Resources Resources Learners Teachers School Education system People System

Country Briefs Summary of results from different tasks and WPs on a country-by-country base Common Structure and format, approx. 10 pages

Summary of results from different tasks and WPs on a country-by-country base

Common Structure and format, approx. 10 pages

Country Briefs Structure: 1. Introduction 2. Policies 3. Empirical Evidence 4. Evidence from Literature 5. Examples of Good Practice in Primary Schools Annexes

Structure:

1. Introduction

2. Policies

3. Empirical Evidence

4. Evidence from Literature

5. Examples of Good Practice in Primary Schools

Annexes

Country Briefs

Country Briefs

Country Briefs

Case studies Exploring hypotheses in schools Clusters and typologies

Exploring hypotheses in schools

Clusters and typologies

Methodology for completion of work Prepare country briefs one by one as data becomes available Complete policy surveys Cover gaps School visits ongoing Draft overall analysis Prepare final deliverables

Prepare country briefs one by one

as data becomes available

Complete policy surveys

Cover gaps

School visits ongoing

Draft overall analysis

Prepare final deliverables