steps.eun.org

Study of the impact of technology in primary schools

Key aspects of the study- Impact on learners

Anja Balanskat

steps.eun.org

Aims of STEPS

To compare strategies

To analyse impact on

To identify

To provide evidence

For ICT in primary schools: in the EU27 + IS, NO, LI

- Learning and learners- Teachers and teaching - School plans and strategies

Barriers and enablers

For recommendations

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Approach and Methodology /1:

Analytical framework

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Approach and Methodology /2:

Multiple perspectives

Birmingham UK

Teacher survey: 18,000 interviews

60 research studies,22 countries

Policy survey:30 Correspondents

School survey:255 respondents

25 case studies, 13 countries

steps.eun.org

Approach and Methodology /3:

30 country briefs

Common format

Evidence from national research

Examples of good practice

Case studies

LearnInd country analysis

ICT in schools

Education policy

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Findings

Sweden

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Quantitative analysisChildren’s access to technology is improving

• Almost all primary schools use computers

• Large variation in infrastructure across and within countries

• IWB provision ranges from very few to all schools

- 88+% in each country have internet access- 8 internet computers per 100 learners- 8 countries have more than 14 computers per 100 learners- 72% of the primary schools have broadband internet - in 20 countries over 2/3 of primary schools have broadband

- from 3.1 to 32 computers per 100 pupils - smaller primary schools are disadvantaged

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System Digital competence part of primary curriculum

Digital competence in the primary school curriculum in 22 countries

Integrated across subjects (in 15 countries)

Taught as a separate subject (in 11 countries)

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Impact on learners /1:Knowledge, skills and competences

• Teachers are positive• Skills and competence development are supported with ICT• ICT helps children understand better• ICT improves provision for individual needs

• Discrepancy between children’s home and school ICT use

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Impact on learners /2:Home and school use

•

• Frequency of use

• Type of activities

•Learners lack certain skills

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Impact on learners /3:The role of school

• Balancing inequalities

• Exploit learner potential

• Discovery and inquiry based learning rather than highly structured exercises

• Model of balance:

“Accompanied or promoted independence”

(Feil, DE 2004)

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Impact on learners /4:Control groups

Raising skills level and performance of students in poor disadvantaged areas, from a minority group starting from a lower level (HU)

• Gains in maths, science and English for key stage 1 (especially girls) (UK)

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Impact on learners /5: Control groups

• Test scores in science and English improve when using interactive whiteboards (UK)

• Digital picture books develop linguistic competences (NL)

• No differences in test scores (SK)

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Impact on learners /6: Motivation, confidence and engagement in learning

• More motivated and attentive• Positive attitude and engagement • Impact on group processes and collaborative learning• Overcome low motivation, social diversity and disengagement

• Learners participate more actively • Guided enquiry-based tasks are motivating• Learning inside and outside school• Parental engagement

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Impact on learners /7:Sophisticated and individualised assessment

• Sophisticated feedback on performance

• Value of virtual learning environments

• Achievement recorded in e-portfolios

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Impact on learners:Enablers

• ICT rich constructivist learning environments

• Multimedia rich content and variation

•

• Appropriate use of software and in coherence with

curriculum objectives

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Impact on learners:Enablers

« In certain subjects the longer experience of teachers with interactive whiteboards the greater the likelihood of positive attainment gains »

« The biggest impact happens when pupils have the opportunity to use the IWB individually or in small groups rather than as part of whole class teaching »

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Conclusions on Impact

In some areas more evidence (e.g. teacher training)than in others (e.g. schools)

Potential of ICTIntended impact- real impactPerceived impact - measured impact

Focus on the inputs (resources, equipment,) then on use, fewer on the outputs of the systems or impact

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Recommendations

• Increase, diversify and certify teacher education; support change leaders

• Build ICT into general educational policies

• Ensure access to quality equipment and learning resources

• Capitalise on learners’ ICT competence; reduce digital divides

• Strengthen pedagogical use of ICT; develop an open knowledge-sharing school culture

• Exploit the potential of ICT as a catalyst for change and to fulfil wider educational goals

• Apply a variety of methods to measure and assess the impactof ICT

• Shift the research focus towards the learner and the school as a learning organisation

• Establish a long-term and continuous monitoring system on the impact of ICT in schools

EDUCATION POLICY SCHOOLS RESEARCH