18,186 research outputs found
The worldwide use of computers : a description of main trends
This paper examines some of the main findings from the IEA Computers in Education survey. The results show that with respect to the future of computers in education there is reason for optimism as well as for pessimism. The optimistic part of the story is that new technologies in the form of computers are nowadays available for many schools in most so-called developed countries, and that despite the complexity of this innovation educational practitioners and students are still very enthusiastic about this technology. The pessimistic part is that there is still much inequity of access to computers. Once computers are available they tend to be used most frequently as an add-on to the existing curriculum. It is probably this lack of integration of computers in existing curricula which is most challenging in determining our agenda for the future
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Report on the Implementation of Work Package 4 âSelection and Testing New ICT Toolsâ in the Framework of the IRNet Project
This article, prepared by an international team of authors â researchers from
different scientific areas, connected with ICT, e-learning, pedagogy, and other
related disciplines â focuses on the objectives and some results of the IRNet
international project. In particular, this article describes the research tools, methods,
and some procedures of the Work Package 4 (WP4) âSelection and Testing New ICT toolsâ: Objectives, Tasks, Deliverables, and implementation of research trips.
Researchers from partner universities have analysed the results of WP4 in the
context of the next stages and Work Packages of the IRNet project â International
Research Network
Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education
The aim of the study is to provide a comparative overview of policy and practice concerning the development and implementation of key competences in the education systems of the 27 Member States of the European Union. In particular, the study assesses the implementation of the 8 key competences contained in the European Reference Framework of Key Competences in primary and secondary schools across the EU as well as the extent to which initial and in-service education and training of teachers equips them with the skills and competences necessary to deliver key competences effectively.key competences, lifelong learning, cross-curricular, competence
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