Hoy traemos a este espacio un estudio de la European Commission ... realizado en 31 países (27 de la UE, Islandia, Noruega, Croacia y Turquía), encuestando a unas 190.000 personas, entre alumnos, directores y docentes de educación primaria, secundaria, bachillerato y primer ciclo de formación profesional de centros elegidos al azar, una muestra de un total de 1.200 centros educativos por país. ... y concretamente os dejamos arriba la encuesta correspondiente a España , ..
Survey of schools: ICT in Education
This study collected and benchmarked information from 31 European countries (EU27, HR, ICE, NO and TR) on the access, use, competence and attitudes of students and teachers regarding ICT in schools.
ICT provision and use in European schools is improving but several obstacles remain. First, teachers still believe that insufficient ICT equipment is the biggest obstacle to ICT use in many countries. Second, whilst teachers are using ICT for preparing classes, ICT use in the classroom for learning is infrequent. Teacher training in ICT is rarely compulsory and most teachers devote spare time to private study. Third, students and teachers have the highest use of ICT and ICT learning-based activities when schools combine policies on ICT integration in teaching and learning. However, most schools don't have such an overarching policy. Therefore it is not surprising that teachers generally believe that there is a need for radical change to take place for ICT to be fully exploited in teaching and learning.
Hoy traemos a este espacio al número 32 de la revista #eLearning Papers , que en este caso, tiene como tema central: Mobile Learning
Today’s youth are growing
up in a world very different from that of their teachers or parents.
Ubiquitous access to social media, tools and knowledge resources is
taken for granted, while passive teacher-directed work often dominates
life at school. In fact, the impossibility of controlling the use of
mobile devices has led some schools to prohibit their use. Even when
mobile technology becomes part of learning and training programs,
challenges arise concerning collaboration, compatibility and security.
Despite its potential, school management, teachers and other trainers
are challenged by the rapid changes in the technology environment.
Open, social and participatory media offer numerous ways to
communicate, collaborate and to connect with peers, and have significant
potential to transform learning and teaching. The range of free
educational resources and tools is rapidly increasing. Although smart
phones are becoming commonplace among students, their educational use
still increases the risk of a digital divide based on the unequal
economic opportunities of students and their parents.