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window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":18653970,"created_at":"2015-11-19T14:51:14.257-08:00","from_world_paper_id":144776264,"updated_at":"2024-11-18T06:28:13.967-08:00","_data":{"grobid_abstract":"On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers -from primary school to higher education -were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students' motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes.","publication_date":"2009,,","publication_name":"Proceedings of the ACM SIGUCCS fall conference on User services conference - SIGUCCS '09","grobid_abstract_attachment_id":"40183729"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Teaching with information and communication technologies","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [38728392,244719,162140618,160855671]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":40183729,"attachmentType":"pdf"}"><img alt="First page of “Teaching with information and communication technologies”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/40183729/mini_magick20190221-29111-j2e8ph.png?1550799676" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Teaching with information and communication technologies</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="38728392" href="https://independent.academia.edu/SergeLinckels"><img alt="Profile image of Serge Linckels" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Serge Linckels</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="244719" href="https://uni-lu.academia.edu/RobertReuter"><img alt="Profile image of Robert A.P. (Bob) Reuter" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/244719/53059/4400607/s65_robert_a.p._bob_.reuter.jpg" />Robert A.P. (Bob) Reuter</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="162140618" href="https://independent.academia.edu/CaroleDording"><img alt="Profile image of Carole Dording" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Carole Dording</a><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="160855671" href="https://uni-lu.academia.edu/YvesKreis"><img alt="Profile image of Yves Kreis" class="ds-work-card--author-avatar" src="https://gravatar.com/avatar/502f98831ceedeefb7259d3d7ed933cc?s=65" />Yves Kreis</a></div><p class="ds-work-card--detail ds2-5-body-sm">2009, Proceedings of the ACM SIGUCCS fall conference on User services conference - SIGUCCS '09</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":40183729,"attachmentType":"pdf","workUrl":"https://www.academia.edu/18653970/Teaching_with_information_and_communication_technologies"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":40183729,"attachmentType":"pdf","workUrl":"https://www.academia.edu/18653970/Teaching_with_information_and_communication_technologies"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="40183729" data-landing_url="https://www.academia.edu/18653970/Teaching_with_information_and_communication_technologies" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="648070" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/648070/Teaching_with_Information_and_Communication_Technologies_Preliminary_Results_of_a_Large_Scale_Survey">Teaching with Information and Communication Technologies: Preliminary Results of a Large Scale Survey</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="244719" href="https://uni-lu.academia.edu/RobertReuter">Robert A.P. (Bob) Reuter</a></div><p class="ds-related-work--abstract ds2-5-body-sm">On behalf of the Ministry of Education in Luxembourg (Europe), 821 teachers – from primary school to higher education – were questioned in an online survey at the beginning of 2009 about their use of information and communication technologies (ICT) in education. In this paper, we briefly present the context of the questionnaire and will then focus on its outcomes. The preliminary analysis of the results will mainly focus on the closed questions of the survey and try to answer several fundamental questions related to the availability, as well as to the current and the future usage of ICT in schools. Most of the teachers use ICT in some way in education, but printed documents remain the most popular source of information during class. The main argument listed to use ICT is the increase of students’ motivation, while the major concern is the technical hardware dependency or unavailability. Also, an important number of teachers is concerned about the increased preparation time that is in most cases not rewarded. Finally, a vast majority of the teachers is willing to take part in an e-learning training program, probably because they feel unqualified or do not (yet) see the advantage of ICT for their classes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Teaching with Information and Communication Technologies: Preliminary Results of a Large Scale Survey","attachmentId":3564077,"attachmentType":"pdf","work_url":"https://www.academia.edu/648070/Teaching_with_Information_and_Communication_Technologies_Preliminary_Results_of_a_Large_Scale_Survey","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/648070/Teaching_with_Information_and_Communication_Technologies_Preliminary_Results_of_a_Large_Scale_Survey"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="8519396" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/8519396/An_Investigation_of_the_Use_of_Information_Communication_Technologies_ICTs_by_Teachers_in_the_Primary_Cycle_of_the_European_School_Brussels_III_An_Empirical_Study">An Investigation of the Use of Information Communication Technologies (ICTs) by Teachers in the Primary Cycle of the European School Brussels III: An Empirical Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="10703068" href="https://upatras.academia.edu/CPanagiotakopoulos">Chris Panagiotakopoulos</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3903855" href="https://upatras.academia.edu/GerasimosKoustourakis">Gerasimos Koustourakis</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This study aimed to explore the use of ICTs by teachers in the primary cycle of the European School Brussels III, a school where, since its establishment, educational culture has been associated with the use of ICTs in everyday teaching. Self-reports on use of ICTs were collected from 43 teachers of the E.S.Br.3, Brussels. The teachers were asked to answer a questionnaire with closed and open questions, related to the use of ICTs in their school. The sample consisted of 43 out of 50 primary cycle teachers of the E.S.Br.3. In order to collect data about use of ICTs, a suitable questionnaire prepared by the researchers based on previous studies and adjusted for the needs of this study. The results showed that the institutional framework for the use of ICTs has proved to be really pressing to the primary cycle teachers participated to this research. Most of the teachers used ICTs despite various problems concerning mainly the infrastructure available at schools. Teachers used the Internet rather than educational software in teaching on the grounds that it was significant part of their habitus on ICTs. To improve their ICT skills they preferred basically to take training seminars on ICTs and to had the existing infrastructure improved, which could also protect students’ physical wellbeing.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An Investigation of the Use of Information Communication Technologies (ICTs) by Teachers in the Primary Cycle of the European School Brussels III: An Empirical Study","attachmentId":34898269,"attachmentType":"pdf","work_url":"https://www.academia.edu/8519396/An_Investigation_of_the_Use_of_Information_Communication_Technologies_ICTs_by_Teachers_in_the_Primary_Cycle_of_the_European_School_Brussels_III_An_Empirical_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/8519396/An_Investigation_of_the_Use_of_Information_Communication_Technologies_ICTs_by_Teachers_in_the_Primary_Cycle_of_the_European_School_Brussels_III_An_Empirical_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="57794611" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/57794611/Ict_in_Teaching_European_Teachers_Views">Ict in Teaching - European Teachers' Views</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30272397" href="https://independent.academia.edu/ELindfors">Eila Lindfors</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Students should learn digital competencies at school as a part of comprehensive education to be able to join the information society. How much students use information and communication technology (ICT) in their studies depends on the teachers&#x27; confidence to use it. Teachers are the key persons who either bring ICT to teaching or leave it out. If teachers are confident with ICT they tend to use it in teaching and vice versa. Pedagogical use of ICT has three main lines: availability of information and knowledge, the independency of time and place and collaboration opportunities to work simultaneously or separately. There are some previous researches about the impact of ICT. This article presents the considerations of a limited group of European teachers on the use of ICT in teaching. The research data was collected in the frame of FISTE-project, A Future In- service teacher training across Europe. The analysis is based on European teachers&#x27; discussions. Teachers from differ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ict in Teaching - European Teachers' Views","attachmentId":72519902,"attachmentType":"pdf","work_url":"https://www.academia.edu/57794611/Ict_in_Teaching_European_Teachers_Views","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/57794611/Ict_in_Teaching_European_Teachers_Views"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="60778691" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/60778691/The_Use_of_ICT_in_Education_a_survey_of_schools_in_Europe">The Use of ICT in Education: a survey of schools in Europe</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12062803" href="https://independent.academia.edu/patriciawastiau">patricia wastiau</a></div><p class="ds-related-work--metadata ds2-5-body-xs">European Journal of Education</p><p class="ds-related-work--abstract ds2-5-body-sm">The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students&#39; ICT based activities during lessons, level of teachers&#39; and students&#39; confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digi...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Use of ICT in Education: a survey of schools in Europe","attachmentId":74071304,"attachmentType":"pdf","work_url":"https://www.academia.edu/60778691/The_Use_of_ICT_in_Education_a_survey_of_schools_in_Europe","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/60778691/The_Use_of_ICT_in_Education_a_survey_of_schools_in_Europe"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="2440379" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/2440379/SECOND_LEVEL_TEACHER_S_TRAINING_IN_THE_USE_OF_ICT_THE_DAY_AFTER_">SECOND LEVEL TEACHER’S TRAINING IN THE USE OF ICT: THE DAY AFTER.. </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="865901" href="https://aegean.academia.edu/MiltiadisTsoulis">Miltiadis Tsoulis</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This work examines the impact of in service training for teachers in the use of Information and Communication Technologies (ICT) in Greece. Teacher training in the use of ICT in Greece includes two consecutive levels. At the first level (A’ level of training), consisting of 48 hours, teachers acquire the basic, necessary skills to use ICT. On the second level of training (B’ level of training), that lasts 96 hours, they are applying ICT in class. This is set up with the use of educational software and the design of learning scenarios that integrate ICT in teaching. The basic research questions were (a) does B’ level of training contribute to an increase in the frequency of ICT use in the teaching/learning process and (b) does gender affect such frequency? A quantitative research approach was selected using a questionnaire as a basic research instrument. This allowed the measurement of frequencies in the use of ICT (a) by teachers for the preparation of their work, (b) by teachers in the classroom and (c) by students under teacher’s supervision in the classroom. The sample consisted of 123 teachers, who work in schools of Imathia (a county on northern Greece). 62 of them, (29 men and 33 women) had a certificate from A’ level of training and 61 (31 men and 30 women) had completed successfully the B’ level. The main results of the research revealed that both the training level and gender play a significant role in ICT use. Indicatively: Teachers’ use of ICT in relation to training level (a). Use of ICT by the teacher for preparation: Α’ level: 58,64% - B’ Level: 67,08% (b). Use of ICT by the teacher in class: Α’ level: 44,35% - B’ Level 52,50% (c). Use of ICT by the students in class: Α’ level: 28,50% - B’ Level 41,73% Teachers’ use of ICT in relation to gender (e). Use of ICT by teachers for preparation Men: 67,03% - Women: 67,14% (f). Use of ICT by teachers in class Men: 54,20 - Women: 50,75% (g). Use of ICT by students in class Men: 46,71% - Women: 36,60% Furthermore it was found that, contrary to the scopes and the aims of the B level training, teachers use ICT in a teacher-centric mode. They use ICT more as a contemporary visual medium and do not encourage its use by students. In this way teaching remains wedded to the traditional model of knowledge transfer from teacher to student-spectator. The findings of this study are related to the results of other surveys who lead to similar conclusions. Taking the above results into consideration, it is proposed to encourage the entire population of teachers (and mainly women) to join B’ level ICT training since this is expected to have a positive impact on the integration of ICT in the learning process. It is also proposed to investigate in depth the factors that prevent teachers from completing B’ level training. The design of more flexible training programs that meet teachers’ interests and guide then to a more extensive use ICT in class could be a realistic proposition. Of course the above results partially determine the degree of utilization of ICT in the learning process. For a complete research other factors should also taken into account such as teachers attitudes towards ICT, the availability of educational software and technical support, the role of school leadership and the content of curricula. These remain interesting subjects for further work. "</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"SECOND LEVEL TEACHER’S TRAINING IN THE USE OF ICT: THE DAY AFTER.. ","attachmentId":30463566,"attachmentType":"doc","work_url":"https://www.academia.edu/2440379/SECOND_LEVEL_TEACHER_S_TRAINING_IN_THE_USE_OF_ICT_THE_DAY_AFTER_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/2440379/SECOND_LEVEL_TEACHER_S_TRAINING_IN_THE_USE_OF_ICT_THE_DAY_AFTER_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="47571872" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/47571872/The_use_of_information_and_communication_technologies_ICT_in_European_schools_a_survey_report">The use of information and communication technologies (ICT) in European schools – a survey report</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2524541" href="https://uni-tuebingen.academia.edu/KurtKohn">Kurt Kohn</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The use of information and communication technologies (ICT) in European schools – a survey report","attachmentId":66599954,"attachmentType":"pdf","work_url":"https://www.academia.edu/47571872/The_use_of_information_and_communication_technologies_ICT_in_European_schools_a_survey_report","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/47571872/The_use_of_information_and_communication_technologies_ICT_in_European_schools_a_survey_report"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="24853746" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/24853746/Smeets_E_and_Mooij_T_2000_The_impact_of_ICT_on_the_teacher_Paper_and_presentation_at_the_European_Conference_on_Educational_Research_in_Edinburgh_Scotland_20_23_September_2000_Nijmegen_The_Netherlands_University_of_Nijmegen_ITS">Smeets, E., & Mooij, T. (2000). The impact of ICT on the teacher. Paper and presentation at the ´European Conference on Educational Research´ in Edinburgh, Scotland, 20-23 September 2000. Nijmegen, The Netherlands: University of Nijmegen, ITS.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42834" href="https://radboud.academia.edu/TonMooij">Ton Mooij</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The teachers' role in the classroom can be viewed as a continuum. At the one end, the teacher is a traditional lecturer and importer of knowledge. At the other end, the teacher is a coach, observer, and facilitator. Teaching in pupil-centred ICT learning environments requires a different attitude of the teacher compared with teaching in traditional instructional settings. In the empirical part of this study, twenty-five case-studies were carried out in primary and secondary schools in five European countries. The questions addressed were related to resources and support for teachers using ICT; the actual use of ICT by teachers in their classrooms; and the impact of ICT use on the teacher. Results show that the opportunities ICT provides to facilitate differentiation and to create new, pupil-centred learning environments, remain unused by many teachers. Insufficient time for professional development and insufficient teacher training are considered serious impediments to the integration of ICT in education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Smeets, E., \u0026 Mooij, T. (2000). The impact of ICT on the teacher. Paper and presentation at the ´European Conference on Educational Research´ in Edinburgh, Scotland, 20-23 September 2000. Nijmegen, The Netherlands: University of Nijmegen, ITS.","attachmentId":45177089,"attachmentType":"pdf","work_url":"https://www.academia.edu/24853746/Smeets_E_and_Mooij_T_2000_The_impact_of_ICT_on_the_teacher_Paper_and_presentation_at_the_European_Conference_on_Educational_Research_in_Edinburgh_Scotland_20_23_September_2000_Nijmegen_The_Netherlands_University_of_Nijmegen_ITS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/24853746/Smeets_E_and_Mooij_T_2000_The_impact_of_ICT_on_the_teacher_Paper_and_presentation_at_the_European_Conference_on_Educational_Research_in_Edinburgh_Scotland_20_23_September_2000_Nijmegen_The_Netherlands_University_of_Nijmegen_ITS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="582725" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/582725/E_Learning_in_Austrian_Schools_Some_Empirical_Findings_Obstacles_Theses_and_Visions">E-Learning in (Austrian) Schools-Some Empirical Findings, Obstacles, Theses and Visions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="131263" href="https://uni-klu.academia.edu/MicheuzPeter">Micheuz Peter</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"E-Learning in (Austrian) Schools-Some Empirical Findings, Obstacles, Theses and Visions","attachmentId":3469010,"attachmentType":"pdf","work_url":"https://www.academia.edu/582725/E_Learning_in_Austrian_Schools_Some_Empirical_Findings_Obstacles_Theses_and_Visions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/582725/E_Learning_in_Austrian_Schools_Some_Empirical_Findings_Obstacles_Theses_and_Visions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="18861991" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/18861991/Mooij_T_2006_Theoretical_and_methodological_significance_of_Information_and_Communication_Technology_in_educational_practice_European_Educational_Research_Journal_5_2_77_79">Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42834" href="https://radboud.academia.edu/TonMooij">Ton Mooij</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79., 2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79.","attachmentId":40296006,"attachmentType":"pdf","work_url":"https://www.academia.edu/18861991/Mooij_T_2006_Theoretical_and_methodological_significance_of_Information_and_Communication_Technology_in_educational_practice_European_Educational_Research_Journal_5_2_77_79","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/18861991/Mooij_T_2006_Theoretical_and_methodological_significance_of_Information_and_Communication_Technology_in_educational_practice_European_Educational_Research_Journal_5_2_77_79"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="13613319" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13613319/USE_OF_ICT_INFORMATION_COMMUNICATION_TECHNOLOGIES_IN_EDUCATION">USE OF ICT (INFORMATION- COMMUNICATION TECHNOLOGIES) IN EDUCATION</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="25838691" href="https://independent.academia.edu/AleksicNatasa">Natasa Aleksic</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Abstract: This paper discusses and summarizes research results of pedagogy using information and Communication Technology (ICT) effectiveness, as well as the influence of initial education of teachers on various components of their training in the use of new technologies. The research is focused on the main stages of the research process and models of teaching and learning that support access to support and researching the development of teachers and provides illustrations of effective practice rich enough to encompass the complexity of choice. Teachers have to decide when, when not and how to use ICT to strengthen their teaching in the information domain. Included in the results of the investigation are a series of examples illustrating effective use of ICT by teachers.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"USE OF ICT (INFORMATION- COMMUNICATION TECHNOLOGIES) IN EDUCATION","attachmentId":38089226,"attachmentType":"doc","work_url":"https://www.academia.edu/13613319/USE_OF_ICT_INFORMATION_COMMUNICATION_TECHNOLOGIES_IN_EDUCATION","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13613319/USE_OF_ICT_INFORMATION_COMMUNICATION_TECHNOLOGIES_IN_EDUCATION"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":40183729,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":40183729,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_40183729" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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