Reaping ITEM Benefits

Abstract

Abstract:This paper reports on a survey of ICT Access, Ability and Use conducted among 25 schools in England and Wales in 2002103. The survey concentrated on school staff, and sought to investigate links between four key areas: (a) access to ICT both in and outside school; (b) perceived and desired ICT ability of staff; (c) use of ICT both in and outside school; and (d) issues which inhibit increased use of ICT in teaching, learning and administration. Survey results indicated that access to ICT resources was high for this sample, both at school and at home. Furthermore, staff reported overall satisfaction with their ICT abilities across core applications, whilst calling for more training in 'advanced' applications. Despite these confident results regarding Access and Ability, staff reported wide variability in actual Use of ICT. Results drawn from the survey are contrasted with comparable studies from the UK and overseas, with a view to assisting schools to reap the benefits of e-learning innovations.

Using Information and Communication Technologies in School Administration: Researching Greek Kindergarten Schools

“…This finding may be considered as positive since, according to several studies (Condie and Simpson, 2004; McGarr and O’Brien, 2007; Plomp et al, 2007; Bisaso et al 2008; Eteokleous, 2008), ensuring the quality and permanency of technical assistance constitutes one of the important factors for the efficient introduction and exploitation of new technologies’ capabilities. As Mahony (2005) and Carter (2005) underline, the lack of sufficient technical support considerably affects the usage of new technologies on the part of educators, since educators’ concerns over dealing with technical problems or difficulties tend to induce feelings of insecurity and cautiousness, which intensify in the absence of a technician (Demetriadis et al, 2003).…”

“…This result is confirmed by the findings of relevant research, according to which people at a younger age feel more familiar with the implementation of ICT, have greater self-confidence in their technological skills, as well as a more positive attitude towards new technologies (Vicente and Lopez, 2006; Jimoyiannis and Komis, 2007; Williams and Coles, 2007). A possible explanation for this result may be the fact that younger educators are more likely to have used computers, and generally new technologies, during their student life, having received the necessary training via the university curriculum (Mahony, 2005). Moreover, educators that are about to retire may not have the same interest as their younger colleagues in acquiring new knowledge and skills.…”