Survey of schools: ICT in #Education : Spain …España

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.

Whole study

Previous study


Country chapters

(leer más...) Fuente: [European commission]

Computers in the Schools: Volume 29. Issue 4, 2012. The semantic Web

Hoy traemos a este espacio al

Volume 29, Issue 4, 2012

Computers in the Schools

  • Open Access models
0738-0569 (Print), 1528-7033 (Online)
Publication Frequency 
4 issues per year


The Semantic Web: Its Role As an Aid to Collaboration

Cleborne D. Maddux & D. LaMont Johnson
pages 315-319

  • DOI:10.1080/07380569.2012.737292
  • Version of record first published: 06 Dec 2012
  • Citations: 0
  • Article Views: 18
Further Information

Original Articles

Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms

Jung Won Hur & Suhyun Suh
pages 320-338

  • DOI:10.1080/07380569.2012.734275
  • Version of record first published: 06 Dec 2012
  • Citations: 0
  • Article Views: 125
Further Information

Homemade PowerPoint Games: Game Design Pedagogy Aligned to the TPACK Framework

Jason P. Siko & Michael K. Barbour
pages 339-354

  • DOI:10.1080/07380569.2012.734430
  • Version of record first published: 06 Dec 2012
  • Citations: 0
  • Article Views: 44
Further Information

Examining Student Digital Artifacts During a Year-Long Technology Integration Initiative

Prisca M. RodriguezChris FreyKara DawsonFeng Liu & Albert D. Ritzhaupt
pages 355-374

  • DOI:10.1080/07380569.2012.737293
  • Version of record first published: 06 Dec 2012
  • Citations: 0
  • Article Views: 39
Further Information


Editorial Board EOV

page ebi

  • DOI:10.1080/07380569.2012.746900
  • Version of record first published: 06 Dec 2012
  • Citations: 0
  • Article Views: 1
Further Information

(leer más...) Fuente: [tandfonline]

#mlearning . Mobile Learning . #eLearning Papers nº 32

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.

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 Fuente: [elearningpapers]