e-learning nordic-2010-es
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Korean visit 2010-08-09 at UNI-C in Copenhagen
![E-learning Nordic--- Impact of ICT on education Visit from Korea 9th of August, 2010 Chief Adviser, Ebbe Schultze, UNI-C, [email_address]](https://image.slidesharecdn.com/3-e-learningnordic-2010-es-100810042831-phpapp01/85/e-learning-nordic-2010-es-1-320.jpg)
![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],10/08/10](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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e-learning nordic-2010-es
- 1. E-learning Nordic--- Impact of ICT on education Visit from Korea 9th of August, 2010 Chief Adviser, Ebbe Schultze, UNI-C, [email_address]
- 5. What do we mean by ’impact’? 10/08/10 In the study focus on the impact of ICT in education, not the use of ICT itself. The target is NOT using ICT in education. The target is improving the pupils learning TARGET GROUP Pupils in school INPUT Introduction of ICT in school ACTIVITY Use of ICT in school OUTPUT How is ICT used and how often? IMPACT Improved learning among pupils? INTERVENTION IMPACT TARGET AREA Improved learning TARGET The study shows the perceived impact of ICT in education
- 6. Results – Pupil performance 10/08/10 Teacher assessments of impact of ICT impact on pupil performance Positive impact can be seen on learning basic skills such as reading and writing Yes, positive impact of ICT on pupils performance
- 7. Results - Teaching and Learning Processes 10/08/10 Frequency of use of ICT by pupils for learning purposes T he pupils would like to use computers more in school than they do now On the average, half of the teachers had used ICT between 1 and 5 hours the week before they answered the questionnaire Indication of that the more ICT is used, the greater the impact
Hinweis der Redaktion
- Extensive and ambitious investments in ICT in the educational sector in the Nordic countries from the mid-nineties up until today. Rooted in a strong belief that the realm of ICT can improve the quality of the education. There are no studies on a more general level demonstrating the impact of ICT on education - Lack of measurable facts as regards the impact of ICT on education; what is the return on investment from using ICT in the education? E-learning Nordic 2006 establishes a shared Nordic framework for assessing the position of the four participating countries, in relation to one another in the area of ICT in education. Extensive and ambitious investments in ICT in the educational sector in the Nordic countries from the mid-nineties up until today. Rooted in a strong belief that the realm of ICT can improve the quality of the education. There are no studies on a more general level demonstrating the impact of ICT on education - Lack of measurable facts as regards the impact of ICT on education; what is the return on investment from using ICT in the education? E-learning Nordic 2006 establishes a shared Nordic framework for assessing the position of the four participating countries, in relation to one another in the area of ICT in education.
- Perceived impact In the study key participants (headmasters, teachers, pupils and parents) have been asked about experiences with the use of ICT in education and their assessment of the impact The study shows the perceived impact of ICT in education This method offers room for assessing the impact of ICT on a background of the complex daily situations in school. With this methodology, we do not claim to prove a direct link between the use of ICT and learning results. However, by asking those who experience the impact of ICT, we actually show how they assess it .
- ICT is a valuable tool to support differentiation. The majority of teachers have experienced that ICT has a positive impact on both academically strong and academically weak pupils. Avoiding exclusion is still an issue with the use of ICT in schools. Girls, as well as pupils with other native languages are more dependent on learning ICT at school. Pupils generally use the computer more outside school than in school, but there are differences in what types of ICT competences they learn each place.