HY-302 Διδακτική της πληροφορικής Χρήση των υπολογιστών στις Ευρωπαϊκές χώρες Moσχούς Εμμανουήλ Α.Μ /10/2001

Στατιστικά Στοιχεία

Internet in schools The internet is mostly used for: Informative purposes. Learning students to use the internet as an information resource. Communication via . Learning teachers to use internet as a resource. Browsing databases.

Στατιστικά Στοιχεία Χρήστες στο Ιντερνετ (1998) Ελλάδα1.0% Πορτογαλία 1.9% Ιταλία4.1% Αυστρία5.5% Γαλλία6.0% Βέλγιο6.4% Ισπανία6.6% Ολλανδία8.3% Γερμανία8.7% Βρετανία9.0% Ιρλανδία11.0% Δανία16.0% Σουηδία27.0%

Στατιστικά Στοιχεία

Στατιστικά Στοιχεία %ΑΕΠ-Πληροφορική Ελλάδα0.9% Ισπανία1.4% Ιταλία1.4% Αυστρία2.1% Ιρλανδία2.1% Γερμανία2.2% Φιλανδία2.3% Βέλγιο2.4% Γαλλία2.5% Δανία2.9% Ολλανδία2.9% Βρετανία3.4% Σουηδία3.5%

Στατιστικά Στοιχεία

Το Internet στα Ελληνικά Σχολεία Δευτεροβάθμιας Εκπαίδευσης (2000) Ναι Όχι Σύνολο Αριθμό σχολείων Ποσοστό 18%82% 100

Στατιστικά Στοιχεία

Στατιστικά Στοιχεία Number of business PCs per 100 white collar workers (1999) EU54 France54 Belgium52 Germany51 Spain50 Italy46 Greece37 Portugal27 Japan24 Norway110 US105 Sweden85 Ireland84 Switzerland 83 Denmark68 Netherland64 Finland63 Austria62 UK57

Στατιστικά Στοιχεία Numbers of domains connected to the Internet (1999) CountryDomains Austria Belgium Denmark France Germany Greece8.464 Ireland6.320 Italy CountryDomains Luxembourg Netherlands Portugal6.986 Spain Sweden G. Britain Norway Switzerland

Στατιστικά Στοιχεία Online PC’s (Internet) Country PC’s per 1000 Sweden509 Finland505 Denmark501 UK441 Netherlands 450 Germany362 Belgium405 Austria346 Country PC’s per 1000 Ireland404 France368 Italy297 Spain202 Portugal160 Greece125 Switzerland 444 Norway125

Νumber of students per computer

Νumber of students per computer Observations The graph shows that the range of country’s Scores is very large. From 9 (Scotland) to 880 (Romania),1995 TIMSS From 9 (Denmark) to 238 (Bulgaria),1998 SITES

Νumber of students per computer Observations Ιn European countries which took part in both surveys, the number of students between 1995 and 1998, decreased 39% on average. Central and Eastern European countries (Bulgaria, Lithuania, Slovenia, Hungary) are less well-equipped than most others. Between 1995 and 1998,the decrease in number of students per computer ranged from 23% (Lithuania) to 70% (Slovenia).

Στατιστικά Στοιχεία (2000) CountrySchoolsTeachersPupilsPC/Pupil Austria :10 Denmark :7 Finland :10 Germany :10 Ireland :14 Italy :10 Norway :12 UK :7 Sweden :7,5

National Initiatives eEurope-ICT (Πολιτική πρωτοβουλία) Να εισάγει κάθε πολίτη, σπίτι και σχολείο, κάθε επιχείρηση και δημόσια διοίκηση στην ψηφιακή εποχή και να αποκαταστήσει για όλους ηλεκτρονική σύνδεση. Να δημιουργήσει μια ψηφιακά εγγράμματη Ευρώπη, στηριζόμενη σε μια επιχειρηματική παιδεία που είναι πρόθυμη να χρηματοδοτήσει και να αναπτύξει νέες ιδέες. Να διασφαλίσει ότι όλη η διαδικασία δεν θα δημιουργεί κοινωνικό αποκλεισμό, θα συμβάλει στην οικοδόμηση της εμπιστοσύνης των καταναλωτών και θα ενισχύει την κοινωνική συνοχή.

National Initiatives This initiative has 4 components To equip schools with multimedia computers. To train European teachers in digital technologies. To develop European educational software. To speed up the networking of schools and teachers.

National Initiatives Estonia In some schools,senior pupils are required to spend four hours a week on mentoring and tutoring younger children, acting as a mediator between them and their teachers. Significant benefits for the children

National Initiatives Poland The programme aims to… To prepare young people for work in the information society. Develop schools as modern centres for innovation and creation. Establish an Internet workshop in each commune.

National Initiatives Italy An experimental teaching project called ‘Multilab’ (multimedia laboratory) aims to revolutionise teaching in classrooms. A network of 7 schools has been set up in each of the 20 cities involved in the project. More motivations to the children to attend the lessons.

National Initiatives Slovenia The aim of the ‘Developing computer literacy’ is to: Train teachers and pupils for the use of information technology. Implement a standardization, of computer supported, transfer of data between schools and other institutions. Supply schools with up-to-date computers. Provide the possibilities for research and development of new information technologies in schools.

National Initiatives Spain All Spanish state schools have an official account and space to publish a web page. Many schools have created their own website. All teachers and pupils have the opportunity to ask for a personal account and access to the Internet. Around teachers have an account.

National Initiatives Ireland A new 3-year programme aims to: Every classroom will be connected to the internet. The ratio of computers to pupils will be significantly reduced. Ireland’s teachers will have the most comprehensive on-going training programme in the world available to them. Ireland will use technology to implement the most advanced curriculum programme in the world.

Questions-Answers How would it be possible to create partnership with organizations which could help to increase the availability of computers in schools? Belgium (French) – 1998 partnership offering all primary and secondary school a ‘cyber centre’ : computers and facilities to connect to Internet. Estonia – The ‘Tiger leap’ programme is a national target programme with the overall objective of improving the educational system in Estonia through the introduction of modern ICT.

Questions -Answers Italy – 1999,companies and banks provided schools with their old (but perfectly working) computers. Portugal – New regulations on school administration and management, issued in 1998, created clusters of schools (agrupamentos) which allow for the sharing of human as well as material resources.

Questions -Answers Hardware alone cannot guarantee efficient use of ICT (information communication technology) in schools; teachers must be able to use ICT effectively themselves. How should teacher training in this field be organized? The importance of computer skills in today’s society is widely recognized. How should the use of computers in schools be organized in order to ensure that pupils acquire these skills? How can schools ensure that their equipment remains appropriate while costs are kept at a manageable level?