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dc.contributor.authorFERRARI Anuscaen_GB
dc.contributor.authorCACHIA Rominaen_GB
dc.contributor.authorPUNIE Yvesen_GB
dc.date.accessioned2011-11-15T01:00:48Z-
dc.date.available2011-11-14en_GB
dc.date.available2011-11-15T01:00:48Z-
dc.date.created2011-09-27en_GB
dc.date.issued2011en_GB
dc.date.submitted2011-09-20en_GB
dc.identifier.citationLECTURE NOTES IN COMPUTER SCIENCE vol. 6964 p. 97-110en_GB
dc.identifier.issn0302-9743en_GB
dc.identifier.urihttp://www.springerlink.com/content/a41q16773x075522/en_GB
dc.identifier.urihttp://publications.jrc.ec.europa.eu/repository/handle/JRC66807-
dc.description.abstractThis paper explores the gap between the innovative potential of technologies and their current use in classrooms in Europe. It argues that although significant progress has been made in implementing technologies in schools, ICT is still mainly used by teachers and students outside the school environment. The empirical basis of these findings come from a 2009 online survey with 7,659 primary and secondary school teachers, and from 80 interviews with educational stakeholders. Almost all the teachers surveyed are positive about the potential of ICT for learning and are using the internet as a resource for information and preparing lessons. The use of ICT in the classroom is less widespread. Few of the teachers surveyed recognized the benefits of interactive and collaborative technologies for learning. In addition, digital games and mobile phones are widely underestimated. These findings contrast with the potential of technologies to transform educational practices.en_GB
dc.description.sponsorshipJRC.J.4-Information Societyen_GB
dc.format.mediumPrinteden_GB
dc.languageENGen_GB
dc.publisherSPRINGER-VERLAG BERLINen_GB
dc.relation.ispartofseriesJRC66807en_GB
dc.titleEducational Change through Technology: A Challenge for Obligatory Schooling in Europeen_GB
dc.typeArticles in periodicals and booksen_GB
dc.identifier.doi10.1007/978-3-642-23985-4_9en_GB
JRC Directorate:Growth and Innovation

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