LINQ 2013 Conference– Rome, 17 May 2013

Presentations of Accepted Papers (Part 2)

Technology‐Enhanced Learning for Schools, Universities and Lifelong Learning

The European Survey of Schools: ICT in Education

Findings about student’s use of ICT for learning during

lessons

Patricia Wastiau

Principal Adviser for Research and Studies

European Schoolnet, Brussels

WHAT? Infrastructure & access

ICT based activities

Organisation & support

Self confidence

Opinions

HOW? Online questionnaires

Randomised sampling

National coordinators in 31

countries

WHEN? From Oct. to Dec. 2011

April 2012 for a few

countries

The Survey of Schools: ICT in Education Funding: European Commission

Implementation: European Schoolnet & University of Liège

Low participation from the UK, Germany, The Netherlands and Iceland

WHO? School heads

Teachers

Students

Primary & secondary education

WHO?

HOW?

WHAT?

WHEN?

11.165 schools

24.522 teachers

156.634 students

10.137 school heads

Participation:

37% on average at EU

level

300 schools by education

level, i.e. 1200 schools

sampled

Replacement schools

Treatment:

Weighting (student pop.)

Data analysed at the

student level

HOW MANY answers received?

Total: 191.293 answers

Students’ ICT use during lessons

Relationship between students’ ICT use and learning style

Exploring students profiles

Relationship between students profiles and confidence in their

digital skills

Presentation plan

At EU level on average,

Students’ use of ICT during lessons is closer to several times a month

than once a week

Some ICT learning tools and resources as learning games, data logging

tools, visualisations, and broadcasting are never used during lessons by

a large majority of students

The frequency of ICT use by students isn’t very much related to

teaching/learning styles

Survey’s results showing that:

What do we learn about students’ use?

Students’ ICT based activities during lessons How often do you use a computer for the following learning activities during lessons? Tick one circle for each row Never Several At least Every day or almost times a once a or almost never month week every day Send or read email messages ⃝ ⃝ ⃝ ⃝ Chat online for school work ⃝ ⃝ ⃝ ⃝ Search the internet to collect info. ⃝ ⃝ ⃝ ⃝ Download/upload/browse material from your school’s website ⃝ ⃝ ⃝ ⃝ Post your work on the school website ⃝ ⃝ ⃝ ⃝ Use computers when working in groups ⃝ ⃝ ⃝ ⃝ Use computers to conduct experiments (collecting data and/or images, storing them, documenting observation, etc.) ⃝ ⃝ ⃝ ⃝ Contribute to and/or create blogs or discussion forums for school work ⃝ ⃝ ⃝ ⃝

2,6

2

2,4

6

1,9

8

1,8

6

1,8

5

1,7

9

1,7

6

1,7

5

1,7

5

1,7

3

1,7

1,6

5

1,6

4

1,6

4

1,6

1,5

8

1,5

7

1,5

7

1,5

5

1,5

3

1,5

2

1,5

2

1,5

1,4

9

1,4

7

1,4

3

1,4

1,3

4

1

1,5

2

2,5

3

3,5

4

Student's ICT based activities frequency during lessons at GRADE 11 in general education (mean scores on a scale from 1 to 4; by country, 2011-12)

Almost several

times a

month…but not

yet there

Almost once a

week…but not

yet there

Fre

qu

en

cy s

ca

le

Resources and tools use How often do you use the following in lessons? Tick one circle for each row Never Several At least Every day or almost times a once a or almost never month week every day Digital books and textbooks ⃝ ⃝ ⃝ ⃝ Exercise software, online quizzes and tests ⃝ ⃝ ⃝ ⃝ Multimedia production tools (e.g. PowerPoint, video editing, digital recording) ⃝ ⃝ ⃝ ⃝ Broadcasting tools (publish podcast, upload to You Tube, etc.) ⃝ ⃝ ⃝ ⃝ Data logging tools (e.g. temperature rise) ⃝ ⃝ ⃝ ⃝ Computer simulations (interactive programme simulating real world phenomena in which you can make changes and see the consequences) ⃝ ⃝ ⃝ ⃝ Digital learning games, computer/video games ⃝ ⃝ ⃝ ⃝

16%

2%

6%

4%

2%

2%

4%

7%

8%

20%

8%

5%

6%

4%

10%

27%

41%

17%

13%

17%

12%

67%

63%

33%

71%

80%

75%

80%

0% 20% 40% 60% 80% 100%

Digital (text) books

Exercise software, online quizzes/tests

Multimedia tools: PPT, record/edit a-v

Broadcast: podcast, YouTube

Datalogging tools

Simulations

Learning games, video games

Students’ use of resources and tools during lessons at grade 11 general education (in % of students, EU level, 2011-12)

Daily >once a week Several times / month Never

> 65% = min.

several times a month

> 70% = never

Result of the answers’ analysis:

Learning activities In lessons, how often are you engaged in the following (whether using ICT or not)? Tick each row, filling one circle only Never Several At least Every day or almost times a once a or almost never month week every day We all listen to teacher presentation or explanation ⃝ ⃝ ⃝ ⃝ We all listen to a student presentation or explanation ⃝ ⃝ ⃝ ⃝ We all read a book or look at films or videos at the same time ⃝ ⃝ ⃝ ⃝ We all do exercises and tasks, individually or collectiv. ⃝ ⃝ ⃝ ⃝ I work on something at my own pace ⃝ ⃝ ⃝ ⃝ We work in small groups ⃝ ⃝ ⃝ ⃝ We look up ideas and information ⃝ ⃝ ⃝ ⃝ We investigate and explore issues individually or in small groups and search for information about it ⃝ ⃝ ⃝ ⃝ We try to solve problems ⃝ ⃝ ⃝ ⃝ We explain and discuss our own ideas about important questions of the day with teachers and other students⃝ ⃝ ⃝ ⃝ Students help each other to better understand and learn ⃝ ⃝ ⃝ ⃝ We take time to think about how better to learn ⃝ ⃝ ⃝ ⃝

The frequency of ICT use by students is only slightly

associated with learning styles

CORRELATIONS

(EU level)

Frequency of ICT use

by students at grade 8

Frequency of ICT use

by students at grade 11

GEN

Teacher-centered

0,18

0,24

Student-centered

0,35

0,40

Using ICT during lessons is not enough for active learning to

happen; the pedagogical intention is key

What do we learn about students’ ICT use and learning style?

Exploring profiles

Profiles - clusters

• At three levels: schools, teachers and students

• Factitious groups behaving more or less the same way of

structures (preselected variables)

• Two-step cluster analysis method in SPSS software

• Number of groups

– Statistical criteria (best fit)

– Criteria of interpretability

– Similarity across the different ISCED levels (cluster

analyses performed separately but applying the same

number of clusters)

Variables and scales used in the cluster analysis • Access to ICT equipment at home or outside school

• Number of years using computers at home

• Frequency of ICT based activities in free time

• Number of years using computers at school

• Frequency of ICT equipment use at school

• Frequency of ICT based activities during lessons at school

• Opinions about the impact of ICT use on learning

Three student profiles resulting from the analysis:

• Profile 1: HIGH use at school AND at home

• Profile 2: High use at home but LOW use at SCHOOL

• Profile 3: LOW use at school AND at home

What do we learn exploring students’ profiles?

29%

36%

31%

53%

36%

50%

18%

28%

19%

0% 20% 40% 60% 80% 100%

Grade 11voc

Grade 11gen

Grade 8

Percentages of students by profile (in % of students, EU level, 2011-12)

Student profile 1 - High access/use at school & home

Student profile 2 - Low access/use at school & high access/use at home

student profile 3 - Low acess/use at school & home

The students’ profiles picture at EU level

+/- 70% = low use at

school

Four scales

– Operational skills: fundamental skills

needed to use generic ICT tools

– Social media skills: skills to interact and

collaborate with each other in a virtual

community

– Safe internet use

Students’ confidence in their ability to protect

their privacy and online reputation (+ those of

others)

– Responsible internet use

Ability to judge the reliability of information on

internet

Students’ self confidence

Students’ profiles and confidence

2,7

8 3,1

2

2,9

2

0

0,5

1

1,5

2

2,5

3

3,5

grade 8 grade 11GEN grade 11VOC

Students' confidence in their social media competence according to ICT use at home and school (mean scores, EU level, 2011-12)

Students' HIGH use at homeand school

Students' high use at homebut LOW at SCHOOL

Students' LOW use at homeand school

Same pattern observed at all grades and for all competences

High use at school leads to higher students’ self-confidence in

their digital competence

Reports and databases are public:

• Main report and country

reports: https://ec.europa.eu/digital-agenda/node/51275

• Dataset (with questionnaires, codebooks, technical

report) in three formats (CSV, SPSS,

SAS): https://ec.europa.eu/digital-agenda/en/download-data

Public access to data

Investigate…..

Thanks for your attention