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School Tech: 6 Important Lessons From Maine's Student Laptop Program - 10 views

mashable.com/...classroom-technology-education

Laptop program 1-to-1 computing maine Article

shared by Christie Sidwell on 05 Jan 11 - No Cached

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shoaibhashmi on 28 Mar 16

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e-competencies - 1 views

www.flacso.edu.mx/...index.php

shared by Tinhai Vong on 12 Mar 09 - Cached

• Interestingly, teachers in countries like Sweden, Finland, Denmark, the Netherlands etc. do not belong to the (very) intensive ICT users in class. Only around 10% or less of the teachers in these countries use computers in more than 50% of their lessons. One can only speculate about the reasons for this. It seems that in these countries the use of computers and the internet has become the norm for most of the teachers and pupils in all aspects of life and that there no longer is the need to put a special emphasis on this in the teaching processes at school. However, most European countries still seem to be in the phase of increasing the frequency and intensity of ICT usage for education in class”.
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• “Students who use computers least frequently at home also performed below average in PISA 2003. However, students using computers most frequently at school do not in all countries perform better than others.
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the highest performances in PISA 2003 were seen among those students with a medium level of computer use rather than among those using computers the most”. [p.52] “
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...8 more annotations...
The more clear-cut effect appears with home use: in every country, students reporting rare or no use of computers at home (on average 18% of students) score much lower than their counterparts”.
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One of ICT’s main strengths is its capacity to support informal learning. Self-learning and informal peer-learning are by far the two most important mechanisms for obtaining skills and competences;
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If high amounts of computer usage at school are not associated with the better performing students, teachers may need to look more closely at the manner of this usage. Stronger supervision and structured lessons, involving the setting of concrete tasks to be achieved using computers, may improve their impact on performance”.[p.64]
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• “The PISA evidence confirms previous studies showing the particularly strong association of performance with home access and usage“.
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This possibility would be consistent with the observation that the amount of usage most commonly associated with the best performance is “moderate” – between once a week and once a month.
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STATEMENT TWO: Frequency of ICT use in students does not determine their academic performance.
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STATEMENT THREE: No correlation between the level of ICT access and the percentage of the ICT use.
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STATEMENT FOUR: The impact on education and training has not yet been as great as expected.
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Tero Toivanen on 12 Mar 09

Digital competences go beyond e-skills and consist of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. It involves the confident and critical use of ICT for employment, learning, self-development and participation in society. Digital competences are one of the eight key competences identified and defined by the EU

<div class="cArrow"> </div><div class="cContentInner">Digital competences go beyond e-skills and consist of the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of contexts. It involves the confident and critical use of ICT for employment, learning, self-development and participation in society. Digital competences are one of the eight key competences identified and defined by the EU</div>

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