STEPS presentation

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STEPS presentation

  1. 1. STEPS Study on the Impact of ICT in Primary Schools (2007/4013) EMINENT Rome 4 December 2008
  2. 2. Primary schools <ul><li>Less visible than secondary schools </li></ul><ul><li>“Primary schools teach children, secondary schools teach subjects” </li></ul><ul><li>More fertile ground for ICT success? </li></ul><ul><ul><li>One teacher with one class </li></ul></ul><ul><ul><li>Fewer external high-stakes examinations </li></ul></ul><ul><ul><li>Smaller schools </li></ul></ul><ul><ul><li>Multimedia </li></ul></ul>
  3. 3. Objectives <ul><li>By 30 June 2009: </li></ul><ul><li>Compare ICT strategies, impact and prospects in primary schools in 30 countries </li></ul><ul><li>Recommendations on ICT in education </li></ul><ul><li>Drivers and enablers for ICT </li></ul>
  4. 4. Team <ul><li>European Schoolnet </li></ul><ul><ul><li>Including over 50 ministry of education nominated National Correspondents in 25 countries </li></ul></ul><ul><li>Empirica </li></ul><ul><ul><li>Including five sub-contracted NCs </li></ul></ul>
  5. 5. Methodology <ul><li>Review literature of results of ICT policies </li></ul><ul><li>Compare approaches, results, environmental features influencing results </li></ul><ul><li>Identify strategy typologies </li></ul><ul><li>Provide evidence for recommendations </li></ul><ul><li>Select 15-20 exemplars </li></ul><ul><li>Analyse them as case studies: </li></ul><ul><ul><li>Overall primary school ICT development plan </li></ul></ul><ul><ul><li>Implementation strategy </li></ul></ul><ul><ul><li>Organisational changes introduced </li></ul></ul><ul><ul><li>Pedagogical implications </li></ul></ul><ul><ul><li>Teachers’ participation and assessment </li></ul></ul><ul><ul><li>Impact on performance, motivation and participation </li></ul></ul>
  6. 6. Progress
  7. 7. Literature review <ul><li>NCs identified studies </li></ul><ul><ul><li>Using agreed criteria </li></ul></ul><ul><li>Results: 58 reviews from 21 countries </li></ul><ul><li>Common review format </li></ul><ul><li>Two-part knowledge base </li></ul><ul><ul><li>Study details </li></ul></ul><ul><ul><li>Enablers and inhibitors </li></ul></ul><ul><li>Reviews analysed </li></ul><ul><ul><li>To feed into overall analysis and country reports </li></ul></ul>
  8. 8. Literature Review KB: home page
  9. 9. Literature Review KB: study review example
  10. 10. Literature Review KB: enablers and inhibitors example
  11. 11. Deepening the picture <ul><li>Learnind data full analysis </li></ul><ul><li>Policy-maker survey and analysis </li></ul><ul><li>School survey and initial analysis </li></ul>
  12. 12. Analysis of LearnInd Data <ul><li>Samples </li></ul><ul><ul><li>Head teacher survey: 10,456 </li></ul></ul><ul><ul><li>Classroom teacher survey: 20,499 </li></ul></ul><ul><li>Quotas for region type and location type </li></ul><ul><li>CATI: Computer Aided Telephone Interview </li></ul><ul><li>Interview duration: 10 minutes </li></ul><ul><li>Fieldwork: March – May 2006 </li></ul>
  13. 13. Analysis of LearnInd Data <ul><li>Impact assessment based on teacher attitudes and motivation </li></ul><ul><li>Analysis of perceived impact and teacher motivation </li></ul><ul><li>Results: </li></ul><ul><ul><li>advantages of ICT use </li></ul></ul><ul><ul><li>pupils are more motivated and attentive </li></ul></ul><ul><ul><li>significant learning benefits </li></ul></ul><ul><ul><li>best use for collaborative work </li></ul></ul><ul><ul><li>followed by “exercises and practice” </li></ul></ul><ul><ul><li>only 1% are against the use of ICT </li></ul></ul>
  14. 14. Analysis of LearnInd Data <ul><li>Factor analysis reveals key factors </li></ul><ul><li>Some relationship between high support of ICT in class and optimistic impact expectations -> country clusters </li></ul>
  15. 15. Analysis of LearnInd Data <ul><li>Some relationship between teacher’s ICT skills and optimistic impact expectations -> country clusters </li></ul>
  16. 16. Analysis of LearnInd Data <ul><li>Country clusters: </li></ul><ul><ul><li>Frontrunners cluster &quot;Nordic countries and Islands&quot; (blue) </li></ul></ul><ul><ul><li>Eastern and Southern European cluster (yellow) </li></ul></ul><ul><ul><li>German speaking cluster (green) </li></ul></ul><ul><ul><li>Western continental cluster (orange) </li></ul></ul><ul><ul><li>Cluster consisting of Greece and Latvia (red) </li></ul></ul>
  17. 17. Analysis of LearnInd Data
  18. 18. Analysis of LearnInd Data <ul><li>SE, NO, IS, FI, DK, NL, UK, CY, MT </li></ul>
  19. 19. Analysis of LearnInd Data <ul><li>CZ, SK, PL, HU, SI, LT, EE, ES, IT </li></ul>
  20. 20. Analysis of LearnInd Data <ul><li>FR, BE, LU, PT </li></ul>
  21. 21. Analysis of LearnInd Data <ul><li>AT, DE </li></ul>
  22. 22. Analysis of LearnInd Data <ul><li>EL, LV </li></ul>
  23. 23. Policy Survey <ul><li>To identify policy context, priorities, approach, enablers and inhibitors </li></ul>
  24. 24. Policy Survey (empirica) KB: home page
  25. 25. Policy Survey KB: completed survey example
  26. 26. Policy survey <ul><li>18 complete responses </li></ul><ul><li>4 in progress, 4 not begun </li></ul><ul><li>Summaries prepared for each country </li></ul><ul><li>Initial typologies </li></ul>
  27. 27. Policy differentiators? <ul><li>General </li></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>School autonomy </li></ul></ul><ul><ul><li>Teacher education and incentive regime </li></ul></ul><ul><ul><li>Involvement of family </li></ul></ul><ul><ul><li>Pedagogical approaches </li></ul></ul><ul><li>ICT </li></ul><ul><ul><li>Enshrined in policy </li></ul></ul><ul><ul><li>Pedagogical training </li></ul></ul><ul><ul><li>PCs in classroom </li></ul></ul><ul><ul><li>Technical support ensured </li></ul></ul>
  28. 28. School survey <ul><li>To enable primary schools to self-report good practice </li></ul><ul><li>Online and on paper </li></ul><ul><li>Responses from 19 countries </li></ul>
  29. 29. Analysis, integration <ul><li>Analytical framework </li></ul><ul><li>Country briefs </li></ul>
  30. 30. 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
  31. 31. Country Briefs <ul><li>Summary of results from different tasks and WPs on a country-by-country base </li></ul><ul><li>Common Structure and format, approx. 10 pages </li></ul>
  32. 32. Country Briefs <ul><li>Structure: </li></ul><ul><ul><li>1. Introduction </li></ul></ul><ul><ul><li>2. Policies </li></ul></ul><ul><ul><li>3. Empirical Evidence </li></ul></ul><ul><ul><li>4. Evidence from Literature </li></ul></ul><ul><ul><li>5. Examples of Good Practice in Primary Schools </li></ul></ul><ul><ul><li>Annexes </li></ul></ul>
  33. 33. Country Briefs
  34. 34. Country Briefs
  35. 35. Country Briefs
  36. 36. Case studies <ul><li>Exploring hypotheses in schools </li></ul><ul><li>Clusters and typologies </li></ul>
  37. 37. Methodology for completion of work <ul><li>Prepare country briefs one by one </li></ul><ul><ul><li>as data becomes available </li></ul></ul><ul><li>Complete policy surveys </li></ul><ul><li>Cover gaps </li></ul><ul><li>School visits ongoing </li></ul><ul><li>Draft overall analysis </li></ul><ul><li>Prepare final deliverables </li></ul>

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