000 04322nam a2200493 c 4500
001 00005117
003 ES-MaONT
005 20220324163008.0
008 190314s2019 eu fs i000 0 eng d
020 _a978-92-79-99680-1
024 7 _a10.2759/035445
_2doi
035 _aPUB_KK0319072ENN
040 _aLU-LuOPE
_dES-MaONT
041 0 _aeng
044 _ceu
245 1 0 _a2nd survey of schools
_bICT in education : technical report.
260 _aLuxemburgo :
_bOficina de Publicaciones,
_c2019.
300 _a213 pág. :
_btab..
336 _2isbdcontent
_atexto (visual)
337 _2isbdmedia
_aelectrónico
338 _2rdacarrier
_arecurso en línea
520 _aThe 2nd Survey of Schools: ICT in Education has two objectives: 1) Objective 1: Benchmark progress in ICT in Schools - to provide detailed and up-to-date information related to access, use and attitudes towards the use of technology in education by surveying head teachers, teachers, students and parents covering the EU28, Norway, Iceland and Turkey; 2) Objective 2: Model for a 'highly equipped and connected classroom' - to define a conceptual model for a 'highly equipped and connected classroom' (HECC), presenting three scenarios to describe different levels of a HECC and to estimate the overall costs to equip and connect an average EU classroom with advanced components of the HECC model. Two separate reports are published concurrently, focusing on each of the two study objectives of the '2nd Survey of Schools: ICT in Education'. The current publication relates to the first objective of the study, benchmarking progress in ICT in schools, and covers the detail of the design and implementation of the survey. The first objective of the 2nd Survey of Schools: ICT in Education therefore benchmarks progress in of Information and Communication Technologies (ICT) in schools. The survey was carried out in 31 countries (EU28, Norway, Iceland and Turkey) by conducting interviews with head teachers, teachers, students and parents in three different ISCED levels (ISCED 1: primary schools; ISCED 2: lower secondary schools: ISCED 3: upper secondary schools). A range of different topics were covered, including (a) access to and use of digital technologies, (b) digital activities and confidence of teachers and students in their digital competence, (c) ICT related professional development of teachers, (d) digital home environment of students and (e) schools' digital policies, strategies and opinions. The current study builds upon the European Commission Survey of Schools: ICT in Education 2013.
540 _aReutilización autorizada, con indicación de la fuente bibliográfica. La política relativa a la reutilización de los documentos de la Comisión Europea fue establecida por la Decisión 2011/833/UE (DO L 330 de 14.12.2011, p. 39). Cualquier uso o reproducción de fotografías u otro material que no esté sujeto a los derechos de autor de la Unión Europea requerirá la autorización de sus titulares ;
_bUnión Europea.
540 _aAll rights reserved. Certain parts are licensed under conditions to the EU ;
_bUnión Europea.
650 7 _aEducación digital
_92058
653 _atecnología de la información
653 _apolítica educativa
653 _acentro de enseñanza
653 _asondeo
653 _ausuario informático
653 _apersonal docente
653 _aestudiante
653 _acultura digital
653 _atecnología digital
653 _amétodo pedagógico
710 2 _aComisión Europea.
_bDirección General de Redes de Comunicación, Contenido y Tecnologías
_91122
710 _aDeloitte (Firma)‪
_92404
710 2 _aIpsos MORI (Firm)‏
_91276
787 _t2nd survey of schools : ICT in education : objective 1 : benchmark progress in ICT in schools, final report
_w4936
787 _t2nd survey of schools ICT in education : objective 2 : model for a highly equipped and connected classroom, final report This study was carried out for the European Commission by European Schoolnet, University of Liege Psychology and Education
_w4937
787 _t2nd survey of schools ICT in education : Spain country report.
_w4942
856 4 2 _qHTML
_uhttps://data.europa.eu/doi/10.2759/035445
_yAcceso al documento
_x0
942 _2z
_cINF
999 _c5117
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