1. 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
2. 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?
3. 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
4. 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
5. 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?
6. 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 ⃝ ⃝ ⃝ ⃝
8. 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 ⃝ ⃝ ⃝ ⃝
9. 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:
10. 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 ⃝ ⃝ ⃝ ⃝
11. 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?
12. 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)
13. 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?
14. 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
15. 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
16. Students’ profiles and confidence
2,78
3,12
2,92
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 home
and school
Students' high use at home
but LOW at SCHOOL
Students' LOW use at home
and 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
17. 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
