Measuring ICT use and contributing conditions in primary schools

Information and communication technology (ICT) use became of major importance for primary schools across theworld as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teachingandlearning

ImpaCT2: emerging findings from the evaluation of the impact of information and communications technologies on pupil attainment

This report is concerned with the evaluation of the impact of the NGfL (National Grid for Learning) on pupils and teachers in the context of the wider ImpaCT2 study. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

Functional Skills Support Programme: Developing functional skills in physical education

This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4. Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website

National literacy and numeracy framework and tests

"The recently published National Literacy Programme and the soon to be published National Numeracy Programme set out the actions the Welsh Government intends to implement to improve literacy and numeracy standards in Wales. The plans for a statutory national framework and for a system of national testing are integral to both programmes" - inside front cove

The relationship of professional support and commitment to the teaching profession

Although the study of professional support and professional commitment are prevalent in the education literature, not many studies examined both these issues issue among technical school educators. Acknowledging this limitation, this study was undertaken to examine the extent to which professional commitment can be influenced by professional support among this group of teachers. Data for this exploratory study were collected using self administered questionnaires, from 120 randomly selected technical school teachers. Correlational analysis revealed that there was a significant relationship between professional support and professional commitment among the teachers understudied. Multiple regression analysis showed that the variance in explaining professional commitment was contributed by professional support, comprising, both principal support and collegial support. Based on the statistical results, implications of the findings were discussed in the context of understanding the relationship between professional support and professional commitment. Suggestions on how to increase professional commitment and professional support as well avenues for future research were also provided