Digital Strategy for Schools
TKmc0
TKmc0
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
APPENDICES<br />
APPENDICES<br />
APPENDIX 1: 2013 ICT CENSUS IN SCHOOLS<br />
The Department established the <strong>Digital</strong> <strong>Strategy</strong> Development Group (at the end of 2012) to<br />
oversee the development of a <strong>Digital</strong> <strong>Strategy</strong> <strong>for</strong> <strong>Schools</strong>. In spring 2013, as part of this process,<br />
the Department with the PDST-TIE, undertook a census of ICT use in primary, post-primary and<br />
special schools. The Department contracted the Educational Research Centre to input into the<br />
development of and conduct analysis relating to the 2013 ICT Census.<br />
Two questionnaires issued to schools – a School Questionnaire which was completed by school<br />
principals of participating schools, and a Teacher Questionnaire, which was completed by selected<br />
teachers at specific class levels in those schools. Separate Questionnaires were developed <strong>for</strong><br />
primary, post-primary and special schools.<br />
The ERC carried out the analysis of the findings in relation to key themes and other parameters,<br />
involving the analysis of responses to individual questions and the identification of significant<br />
correlations emerging from cross-analysis between responses and international best practice.<br />
The Census Report, 2013 ICT Census in <strong>Schools</strong> (Cosgrove et al., 2013a) provides a backdrop to the<br />
<strong>Strategy</strong> and outlines the challenges and opportunities facing schools in relation to effectively using<br />
ICT.<br />
The 2013 report and the related research lead to conclusions in four broad areas:<br />
• Learning, teaching and assessment using ICT, including use of ICT in teaching and learning,<br />
developing 21st century skills using ICT, and assessment and ICT.<br />
• Teacher professional learning, including specifying teacher professional knowledge and<br />
supporting teacher professional learning.<br />
• ICT Infrastructure, including internet connectivity, access to computing devices and other<br />
technologies, technical support and maintenance and purchasing and procurement.<br />
• Research, policy and leadership, including research as a driver of policy and practice, and school<br />
leadership and planning.<br />
The outcomes of the 2013 ICT Census of <strong>Schools</strong> can be downloaded at http://www.erc.ie/<br />
publications along with an accompanying Summary Report and Appendix Tables.<br />
51