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Table of contents

What is WBL: WEB-BASED LEARNING?.......................................................................4

............................................................................................................... .................5

This model is a good example of best practices using Webquest for teaching using

internet at school........................................................................ ............................7

Advantages and disadvantages.............................................................................. .7

WBL in Spain.............................................................................................................9

Use of ICT as learning tools in secondary schools ................................................14

With ICT, the teacher tends to become more of an advisor, critical dialoguepartner and leader for specific subject domains...................................................18

XXII Semana Monogrfica de la Educacin entitled Las Tecnologas de la

Informacin y la Comunicacin (TIC) en la Educacin: retos y posibilidades.

Fundacin Santillana, 2008

http://www.fundacionsantillana.org/SemanaMonografica/XXII/Inicio.htm ...............19

Barriers and obstacles for effective ICT use in schools.............................................21

1.-Teacher level barriers........................................................................................24

2.-School level barriers.......................................................................................26

3.-System-level barriers........................................................................................28

............................................................................................................. .................30

Good practices and experiences in Spain.................................................................32

Conclusions ............................................................................................................37

SWOT .......................................................................................................................40

Recommendations ...................................................................................... .............42

ICT use in Education Report (Informe Tecnologa CECE) www.cece.es ................44

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Informe eEspaa 2007, de la Fundacin Orange

http://www.fundacionorange.es/areas/25_publicaciones/publi_251_7.asp ...........44

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What is WBL: WEB-BASED LEARNING?

E-learning, Web-based learning, online learning, and distance learning are widely used as

interchangeable terms.

A clear understanding of these concepts and their fundamental differences is important for

both the educational and training communities.

Web based learning is often called online learning or e-learning because it includes online

course content. Discussion forums via email, videoconferencing, and live lectures (video

streaming) are all possible through the web. Web based courses may also provide static

pages such as printed course materials. In Spain we associate the idea of WBL with ICT,

especially when we talk about schools.

One of the values of using the web to access course materials is that web pages may

contain hyperlinks to other parts of the web, thus enabling access to a vast amount of web

based information.

DefinitionsE-learning is mostly associated with activities involving computers and interactive

networks simultaneously. The computer does not need to be the central element of the

activity or provide learning content. However, the computer and the network must hold a

significant involvement in the learning activity.

Web-based learning is associated with learning materials delivered in a Web browser,

including when the materials are packaged on CD-ROM or other media.

Online learning is associated with content readily accessible on a computer. The content

may be on the Web or the Internet, or simply installed on a CD-ROM or the computer hard

disk.

Distance learning involves interaction at a distance between instructor and learners, and

enables timely instructor reaction to learners. Simply posting or broadcasting learning

materials to learners is not distance learning. Instructors must be involved in receiving

feedback from learners.

Features of a typical web based course

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Course information, notice board, timetable

Curriculum map

Teaching materials such as slides, handouts, articles Communication via email and discussion boards

Formative and summative assessments

Student management tools (records, statistics, student tracking)

Links to useful internal and external websites - for example, library, online

databases, and journals

A "virtual" learning environment (VLE) or managed learning environment (MLE) is

an all in one teaching and learning software package. A VLE typically combines functionssuch as discussion boards, chat rooms, online assessment, tracking of students' use of the

web, and course administration. VLEs act as any other learning environment in that they

distribute information to learners. VLEs can, for example, enable learners to collaborate on

projects and share information. However, the focus of web based courses must always be on

the learner technology is not the issue, nor necessarily the answer.

A VLE need to be design using a didactical approach

Models of web based learning

Several approaches can be used to develop and deliver web based learning. These can be

viewed as a continuum. At one end is "pure" distance learning (in which course material,

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assessment, and support is all delivered online, with no face to face contact between

students and teachers). At the other end is an organisational intranet, which replicates

printed course materials online to support what is essentially a traditional face to facecourse. However, websites that are just repositories of knowledge, without links to learning,

communication, and assessment activities, are not learner centred and cannot be

considered true web based learning courses.

Below we have an example of a web based learning model. (Spartanburg school district 3)

http://www.spa3.k12.sc.us/wblearningmodel.htm

Web Based Learning Model

Essential question

WBL:Barriers and

obstacles

Use as learningtool

Best practices

in schools

Navigation skills

knowledge

Knowledge of search

engines

Text editing skills

Construct own project

understanding

Research and draw

conclusions

Recocile differences,

persuade compromise,

Interpret information

Internet

discovery

Web pageCiberinquiry

WequestScavenger hunt

Guide tour

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This model is a good example of best practices using Webquest for teaching using

internet at school.

Advantages and disadvantages

Using Web-based training, like all other delivery media, has advantages and disadvantages.

Trainers and designer must carefully weigh these against the profiles of other options on a

case-by-case basis.

Advantages of Web-based Learning Limitations of Web-based Learning

The general benefits of Web-based

training when compared to traditional

instructor-led training include all those

shared by other types of technology-

based training. These benefits are that

the training is usually self-paced,

highly interactive, results in

increased retention rates, and has

reduced costs associated with student

travel to an instructor-led workshop.

Access is available anytime,

anywhere, around the globe.

Per-student equipment costs are

affordable. Student tracking is

made easy

Possible "learning object"architecture supports on

demand, personalized learning

Content is easily updated.

There are only two real disadvantages

to WBT, and both will be overcome in

the next five to ten years as high

bandwidth network connections become

as common as telephones.

The first drawback, when

compared to live instruction, is the

lack of human contact, which

greatly impacts learning.

The second major drawback is the

lack of multimedia in many WBT

programs. The use of audio and

video are critical to creating

compelling metaphors, realistic job

simulations, and accommodating

different learning styles.

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Web based learning offers huge opportunities for learning and access to a vast

amount of knowledge and information. The role of teachers is to ensure that the

learning environment providedtakes account of learners' needs and ensures that they are

effectively prepared and supported. Online learning has advantages, but web based

learning should not always be viewed as the method of choicebecause barriers (such as

inadequate equipment) can easily detract from student learning. The technology must

therefore be appliedappropriately and not used simply because it is available and

new or because students and teachers have particular expectations of this means of

coursedelivery.

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WBL in Spain

The situation of the Web based Learning systems are directly related with the current ICTinfrastructure in the schools. For this reason it is interesting to know the following data.

ICTs use and infrastructure in Spanish schools

Table 1: ICT infrastructure in primary & secondary schools (2002-2003)

Country Year % of

schools with

a computer

Students

per

computer

Computers

per 100

students

% of schools

connected to

InternetAustria 2002 95.0 8.1 12.3 94.0Belgium 2002 99.0 9.1 11.1 93.0Bulgaria 2003 250

(Primary)

25

(Secondary)

0.4 (Primary)

4.0

(Secondary)Cyprus 2003 100 15.9

(Primary)8.2

(Secondary)

6.3 (Primary)

12.2(Secondary)

100

Czech Rep. 2003 11.2

(Primary)

10.5

(Secondary)

8.9 (Primary)

9.5

(Secondary)

Denmark 2002 100 7 14.3 100Finland 2002 100 6.3 16 99France 2002 89 8.3 12 97

Germany 2002 95 14.2 7.4 99Greece 2002 65 12.5 8 59Hungary 2003 16.7

(Primary)

6.9

(Secondary)

6.0 (Primary)

14.4

(Secondary)

Iceland 2002 100 10 10 100Ireland 2002 99 10 10 99Italy 2002 95 14.9 6.7 88Lithuania 2003 32

(secondary)

3.1

(secondary)Luxembourg 2002 98 7.1 14 67Netherlands 2002 99.0 7.7 13 92Norway 2002 100 4.2 23.6 99

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Poland 2003 3.7

(secondary)Romania 2003 10.4

(secondary)Slovenia 2002 16.7 6 99Spain 2002 88.0 8.3 12 94Sweden 2002 100 7.1 14 99UK 2002 100 8 14.5 99

Note: Data refer to primary and secondary school. Data for Students per computer or

Computers per 100 students have been converted depending on which indicator was

supplied. Source: TMG, Inc. adapted from sources shown.

In Table n 2, we can see some indicators frequently used for research in measuring ICT atschools.

Table 2: Indicators for measuring ICT in schools

Indicator Note Used by

CECE

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Percentage of

schools with

computers

A distinction is often made between whether the

computer is functioning/non functioning and

whether used for education or not.

Yes

Computer

penetration (per

100 students,

students per, per

school, etc.)

The newness of the computer is sometimes

measured. For example, Denmark: Pupils per

new computers = 10 whereas pupils per

computer = 7; new defined as less than five

years old or workstations. Can also distinguish

between notebook and desktop and location

(e.g., classroom, lab, library)

No

Percentage of

schools with

Internet access

This can broken down by type of connection

(e.g., DSL, cable modem, ISDN, etc.).

Yes

Internet-connected

computer

penetration (per

100 students,

students per, per

school, etc.)

This relates to the number of computers that are

connected to the Internet (rather than the

percentage of schools connected)

Yes

Percentage of

schools with home

page

Distinction could be made as to whether the

page is hosted independently

Yes

Percentage of

schools with local

area network

(LAN)

This can include WIFI Yes

Percentage of

students using

computers /

Internet at school

Demand side indicator Yes

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7 of 10 Spanish schools are equipped with computers for teaching purposes and 92% of

stated schools or state-subsidised private school has broadband internet access. 1.

Since 2002 up to date, Spain has increased the number of ICTs equipments and internet

access thanks to the public programs addressed to the implementation of the Information

society in the schools. These programs are mainly 2:

1.-Internet in the Classroom Programme www.congresointernetenelaula.es

The Internet in the Classroom Programme has benefit 6 millions of students, 500.000

trainers, and 20.000 Non university Education Centres in the last 4 years. This programme

intends to support the integration and reinforcement of ICTs use in education. This

programme belongs to a wider governmental initiative entitled Avanza Plan: (2005-2010)www.planavanza.es with a overall budget of 5.700 millions.

Plan AVANZA for the development of the Information Society in Spain for 2006-2010. The

initiative aims to bring the various regions of Spain into compliance with i2010, the

European Unions initiative to ensure that Europes governments, businesses, and citizens

make the best use of Information and Communication Technology (ICT). In the effort to

improve industrial competitiveness, to support growth and the creation of jobs, and to

address key societal challenges all cornerstones of i2010 AVANZA has a specific target:

1Data from Ministry of Industry- CNICE - Spanish National Centre for Educational Information and Communicationin June 2008- Congreso Nacional Internet en el Aulawww.congresointernetenelaula.es

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in 2010 the percentage of economical activities related with ICT reaches 7% of the GDP. We

hope to maintain this expectation despite of the actual economic crash.

The AVANZA Plan includes five key areas:

Citizen inclusion

Competitiveness and Innovation

Education (E-learning) in the Digital Era

Digital Public Services

New Digital Context includes a subarea called Digital

Content which foresees the creation of a cooperation framework with the digital content

industry to develop business models which allow the commercial re-use of the public sector.

It also envisages the creation of digital content through digitization and dissemination of

cultural heritage, especially of heritage coming from libraries and archives.

2.-Red.eswww.red.es

Information Society Agency, Red.es, depending on Ministry of Education, aims to promote

the Information Society in the Education sector. It invests in digitization equipment,digitization services (digital photography, elaboration of virtual visits, 2D scanning, digital

video), broadband connectivity and consultancy services regarding Web usability, search

engine position, accessibility and content translation to achieve multilingual quality Web

content.

Red.es provided in the last 5 years to the education centres: 95.402 computers, 23.545

video projectors, interactive whiteboard and printers and 7.570 Wireless access points.

Lack of comparable data

Unfortunately, no international agency regularly compiles statistics on the availability of ICTs

in schools for a wide range of countries. Data is available for Europe and for some other

nations from statistical offices, ministries responsible for education or one-off special

studies. There are significant inconsistencies in timeliness, coverage and the type of

indicators used that impact comparability.

In the next pages we are going to make an effort to review some studies that intent toevaluate the impact of ICT in learning and teaching outcomes.

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Use of ICT as learning tools in secondary schools

The ICT Impact Report in Europe

The key findings from the studies are summarised below. Six studies under review are more

quantitative based and tried to establish a causal link between use of ICT and students

outcomes based on analysing the statistical relationship between use of ICT and students

results in exams or tests. It led us to summarise the research of ICT impact on learning

outcomes in eight statements:

1. ICT impacts positively on

educational performance in

primary schools, particular in

English and less so on

science and not in

mathematics

2. Use of ICT improves attainment

levels of school children in

English- as a home language-

(above all), in Science and in

Design and technology between

ages 7 and 16, particularly in

primary schools.

3. In OECD countries there is a

positive association between the

length of time of ICT use and

students performance in PISA

mathematics tests.

4. Schools with higher levels of e-

maturity demonstrate a more

rapid increase in performance

scores than those with lower

levels.

5. Schools with good ICT

resources achieve better

results than those that are

poorly equipped.

6. ICT investment impacts on

educational standards most

when there is fertile ground in

schools for making efficient use of

it.

7. Broadband access in classrooms

results in significant

improvements in pupils

performance in national tests

taken at age 16.

8. Introducing interactive

whiteboards results in pupilsperformance in national tests

in English (particularly for low-

achieving pupils and for writing),

mathematics and science,

improving more than that of

pupils in schools without

interactive whiteboards.

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Measuring ICT impact against students attainment and improvement of their basic skills is

one way of impact assessment, but one which assumes a fixed education system in which

school learning is primarily about mastering of a pre-determined body of knowledge, skillsand understanding.

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On learning and learners, the studies indicate benefits for:

Motivation and Skills Independent learning

A very high 86% of teachers in

Europe state that pupils are more

motivated and attentive when

computers and the Internet are used

in class.

However, in some countries there is a

substantial number of teachers(overall 1/5 of European teachers),

who deny that there is much of a

pedagogical advantage of

computer use in class.

ICT has a strong motivational effect

and positive effects on behavior,

communication and process skills.

Multimedia and interactivecontent on interactive

whiteboards is engaging and

motivating, particularly for primary

pupils, and students pay more

attention during lessons.

Teamwork Collaboration between

students is greater when they use

ICT for project work

ICT allows for greater differentiation

(especially in primary schools), with

programmes tailored to individual

pupils needs.

Pupils state that they do assignments

more their own way when using a

computer and their parents considerthat they solve assignments more at

their own level.

Teachers consider that pupils work more

in cohesion with their own learning

styles, resulting in a favorable impact on

both academically strong and weak

students.

Pupils with special needs or behavioraldifficulties gain in different ways from

the use of ICT.

ICT use at schools can help to minimize

the social divide by reducing the digital

divide.

Students assume greater responsibility

for their own learning when they use

ICT, working more independently andeffectively (9).

ICT offers learners assignments better

suited to individual needs and makes it

easier to organize their own learning,

through the use of, for example, digital

portfolios.

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Impact on teachers and teaching

There is considerable evidence of the impact of ICT on teachers and teaching.

Increased enthusiasm Increased efficiency and

collaboration

Government interventions and

training programmes result in

positive attitudes towards ICT in

teachers.

Issuing teachers with their own

laptop computer increases

positive attitudes towards their

work.

Specific ICT uses

Providing structured approaches to

Internet research develop students

search and research skills whichare transferable across the

curriculum.

Broadband is a major factor in

increasing collaboration between

teachers.

Embedded, reliable and high-capacity

broadband in the classroom

increases the quality and quantityof educational activities that can

be undertaken.

Interactive whiteboards make a

difference to aspects of classroom

interaction.

Government interventions have

impacted on ICT on teaching and

have led to a routine use ofembedded ICT.

Teachers use ICT to plan lessons

more efficiently and more effectively.

ICT increases efficiency in planning

and preparation of work due to a

more collaborative approach

between teachers.

ICT enables teachers to cooperate

more and share curriculum plans

with colleagues and managers.

Primary teachers consider ICT to

have more impact than secondary

teachers.

Effective exploitation of Information

Management systems leads to

increased and formalised

cooperative planning between

teachers, and this has a positive

impact on teaching practices.

However, there is not a positive

picture of the use of Learning

Management Systems or Virtual

Learning Environments for

pedagogical purposes. They are

predominantly used for administrative

purposes

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Teachers competences and use of ICT

Teachers basic ICT skills have

increased dramatically.

Teachers use ICT to support existing

pedagogies. ICT is used most when

it fits best with traditional

practices.

National competence development

programmes have had limited impact

on teachers pedagogical

competences. School leaders

estimate that the impact of ICT

on teaching methods in their

school is low.

Teachers teaching science,

mathematics and computer

science and active in vocationaleducation are the most intensive

users of the computer in class

using it in more than 50% of their

lesson.

The greatest impact is found in

relation to teachers who are

experienced users and who from the

start had already come far with the

integration of ICT in their teaching.

Teachers who perceive a highly

positive impact of ICT use ICT in

the most project-oriented,

collaborative and experimental

way.

With ICT, the teacher tends to become

more of an advisor, critical dialogue

partner and leader for specific subject

domains.

The impact of ICT is highly

dependent on how it is used. The

impact of a specific ICT application or

device depends on the capacity of the

teacher to exploit it efficiently for

pedagogical purposes. Factors beyond

the teachers control influence

ICT can enhance teaching byenhancing what is already practiced

or introducing news and better ways

of learning and teaching.

Teachers do not yet exploit the

creative potential of ICT and

engage students more actively in

the production of knowledge.

Teachers use of ICT for

communication with and between

pupils is still in its infancy.

ICT is underexploited to create

learning environments where

students are more actively

engaged in the creation of

knowledge rather than just being

passive consumers.

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The ICT in Spanish schools

Ranking Global Technological CompetitivenessSpain has reached the 23 position of Ranking Global Technological Competitiveness 2008

and earns a post with regard to the ranking of 2007, which ranked 24. Data from The

Economist Intelligence Unit (EIU) and sponsored by Business Software Alliance (BSA).

The Spanish schools and the information society

In connection with the situation of the Spanish schools and their demands to face 21 st

century, the stakeholders have agreed the following points. While the introduction of the

information society is still low in the schools (compared with the OCDE countries), isoutlined a new educational landscape that in a schematic way, is characterized by:2

1. The necessity of a continuous updating of knowledge, skills and criteria

(Lifelong Learning).

2. The recognition of a new concept of digital literacy, which is extended to new

fields, as a complex concept and changing the time and whose domains and

applications are under constant review.

3. The option of generating virtual learning environments based on the

technologies of the information and communication, surpassing the temporal barriers

and facilitating, in addition to the methods of individual and collaborative learning.

4. The demand for modifying the roles of the teacher and students. The teacher

should not be a speaker or instructor who dominates the knowledge, and to become

an adviser, counselor, facilitator and mediator of the process of teaching-learning.

The teacher professional profile should include transversal skills: assess resourcesand materials and, if possible, create their own digital teaching materials.

5. Public authorities and private initiative have joined forces to promote the

incorporation of the information and knowledge society to classrooms,

aware that the social and economic development of a country depends on the

youngest people.

2XXII Semana Monogrfica de la Educacin entitled Las Tecnologas de la Informacin y la Comunicacin (TIC)

en la Educacin: retos y posibilidades. Fundacin Santillana, 2008

http://www.fundacionsantillana.org/SemanaMonografica/XXII/Inicio.htm

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On the other hand, the Educational Techniques Institute of CECE annually elaborates an

ICT use in Education Report which draws the following conclusions:

1. Computerization is a cultural process, which affects in a major way to the

person, changing relationships and communication processes. Therefore, it is not

just a purely economic process of computerization.

2. It's not worth to invest in hardware and software without having assured

the use of such equipment, through appropriate programming, access to

electronic resources, and a proper training programme.

3. Indicators must be developed in order to understand the situation of eacheducation centre, for achieving a proper computerization process. A key issue to

be highlighted is the level of the Teachers ICTs competences.

4. The initial training of the trainers should be urgently reviewed. It is

unacceptable that teachers career starter have not ICTs skills. This transversal

training should be introduced in all university studies syllabus.

5. The use of computers in classrooms should be encouraged, without just

attempting to equip schools with Computers classrooms, but to have at least onelaptop in each classroom. In this context, it is interested to take into account new

solutions such as electronic whiteboard in their different versions and possibilities.

6. Many good experiences in the use of ICTs come from small groups of

innovative teachers who act on its own initiative. This is why the launching of

computerization processes must seize that ability where it is trying to get

collaborative environments they grow in intensity and extension

7. The digital gap between the different education centres is increasing. It is

likely that in a few years there will be first and second class Education centres based

on the use made of technology and the way in which reported a technological culture

determined to those who continue their studies in them. For that reason should be

encouraged the actions of benchmarking, the dissemination of good practices, etc.

8. It is necessary to establish goals and common ICTs methodologies to enable

the education centres to access to the Information and Knowledge society:

Promotion of basic digital skills among trainers and students: use of wordprocessors, ability to communicate through e-mail, conducting searches, ability to

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complete the self-training at their own pace. All these initiatives aims to combat the

Digital illiteracy.

Barriers and obstacles for effective ICT use in schools

The factors that impede the successful implementation of ICT in teaching are identified in

the studies as the following:

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Although teachers appear to recognize the value of ICT in education, difficulties

nevertheless continue to be experienced within the processes of adopting these

technologies and as has been shown in the studies only a minority has so farembedded ICT into teaching.

The following analysis aims to present the perceived barriers to the use of ICT which

were highlighted in the reviewed studies and examine their causes and effects.

The barriers are broadly divided into three categories: teacher-level barriers, i.e.

those related to teachers attitudes and approach to ICT, school-level barriers, i.e.

those related to the institutional context and system-level barriers, i.e. those

related to the wider educational framework.

Teacher-level

barriers

School level barriers Institutional

context and

system-level

barriers

Teachers poor ICT

competence, low

motivation and lack

of confidence in usingnew technologies in

teaching are

Limited access to ICT (due

to a lack or poor

organisation of ICT

resources), poor quality andinadequate maintenance of

hardware as well as

those related to the

wider educational

framework

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significant

determinants of their

levels of engagementin ICT. These are

directly related to the

quality and quantity

of teacher training

programmes.

unsuitable educational

software are also defining

elements in teachers levelsof ICT use.

Moreover, the absence of an

ICT dimension in the overall

schools strategies and their

limited experience with

project-oriented activities

supported by ICT, aredecisive in determining

levels of ICT use by

teachers.

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A comparison analysis

1.-Teacher level barriers

Lack of ICT skills

The evaluation of the ITMF project in Denmark and the E-learning Nordic study revealed

that in some cases the reasons for selecting a technology are affected more by the teachers

skills than by professional consideration: Many teachers still chose not to use ICT and

media in teaching situations because of their lack of ICT skills rather than for

pedagogical/didactics reason. In the Netherlands, on the other hand, teachers ICTknowledge and skills is not regarded anymore as the main barrier to ICT use. But even

though they are regarded as less of a problem, and despite teachers ICT training, there is

still a lack of follow-up on the utilization of newly acquired skills.

In Spain, according to the ICT use in Education Report elaborated by the Educational

Techniques Institute of CECE Spanish Confederation of Education Centres, the data shows

that Spaniards teachers are not duly trained in the use of ICT in Education, and it is

consider as one of the most important barrier to ICT use. The statistics prove that teachersare not aware of the necessity to be further trained in the ICT use for education, even if

they feel comfortable with their Competence on ICT tools, more or less as the average of

European teachers; also they feel that their level of access is on the EU average.

Lack of motivation and confidence in using ICT

Their limited ICT knowledge, makes teachers anxious about using ICT in the classroom

and thus do not feel confident to embrace new pedagogical practices. The 2004 Becta

survey on the perceived barriers to the uptake of ICT by teachers also refers to the

teachers fear of admitting to their pupils their limited ICT knowledge. In addition Elearning

Nordic shows that teachers who do not experience any impact of ICT asses that they only to

some or a lesser degree have sufficient ICT competences to integrate ICT into their

teaching. The Eurobarometer Benchmarking survey (Empirica 2006) analysed teachers data

according to the Access, Competence and Motivation Model (CTS) developed by Viher and

Nurmela (2001).

It found that more than 80% of the European teachers describe themselves as competent in

using computers and the internet in classroom situations, two-thirds have the necessary

motivation for doing so (in their own opinion), and 60% describe the ICT infrastructure in

their schools and the internet connection as sufficiently rapid. However, there are large

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variations across the countries on all three dimensions. In some countries, for example,

more than half of the teachers do not feel competent yet to use the ICT infrastructure in the

classroom, with Greece (60%), Portugal (70%), Hungary (71%) and France (76%) rankingat the bottom end. It appears as if motivation seems to be a critical factor, since 14% with

access lack both motivation and competence and another 10% also lack motivation despite

their competence and access to ICT.

Recurring technical faults, and the expectation of faults occurring during teaching sessions,

are likely to further reduce teacher confidence and cause teachers to avoid using the

technology in their lessons. The evaluation of the IWBs project confirms that there is some

frustration every time there are technical problems. It could be stated that the morefrequently breakdowns of equipment occur (perhaps due to poor quality or lack of

preventative technical maintenance); the more likely teachers are to avoid using ICT in the

first place.

Benchmarking Access and Use of ICT in European Schools 2006 is Motivation, and

here is where Spanish teachers are below average: they are not sufficiently convinced that

ICT are effective in enhancing learning. Nevertheless, our ICT use in Education Report

reveals that after some ICT supported experimentation in the classroom, with the creation

of peer networks, teachers become firmly convinced of ICT effectiveness. The main stress

should be then on supported experimentation and the development and maintenance of

teacher networks.

Spanish teachers also feel they need some more methodological training and this is an

important area for our work in 2007. On contents, an effort is being done in the

desegregation of contents in learning objects, indexed with standard metadata so to

facilitate teachers the identification of the best reusable learning resources.

Inappropriate teacher training

Unsuitable teacher training programmes fail to engage teachers in using ICT both during

their lessons and also in the preparation of lessons beforehand. The most commonly

mentioned cause of this is that training courses focus mainly on the development of ICT

skills and not on the pedagogical aspects of ICT. It is interesting to observe that

although some teachers have good ICT skills in terms of their own personal use, they are

unable to transfer these skills to using ICT in the classroom (Becta, 2004).

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Traditional teacher training does not prepare teachers for facilitation and support roles that

are required in student-centred learning. Furthermore, training courses are usually not

differentiated to meet the specific learning needs of teachers and they are rather up-front than regularly updated and followed-up sessions.

The need for continuation in the field of teacher training is also emphasized in many studies

(ICT test bed study, Elearning Nordic) since increased competence leads to a demand for

even greater competence and to support for innovative pedagogy. Up-to-date training in

specific ICT skills is essential particularly for teachers of a more advanced age that did not

receive any ICT education during their studies. Developing the skills to engage effectively

with the technology and creating structures to enhance ICT use is as important as investingin ICT infrastructure. Therefore effective training is crucial if teachers are to implement ICT

in an effective way in their teaching. On the contrary, when training is inadequate or

inappropriate, teachers are not sufficiently prepared, and perhaps not sufficiently confident,

to make full use of technology in the classroom.

At the beginning of 2007, in Spain, the Education Authorities issued the first Decrees on

new curricula for teachers training. Their approach is in line with the EU design. The basic

competences have been integrated in the new curricula: ICT competence and its

transversality.

2.-School level barriers

Even after receiving basic and pedagogical training in ICT, some teachers are still not able to

make use of that training since they are hampered by a range of school level factors. These

are:

The absence and poor quality of ICT infrastructure

The availability of technology is not necessarily a factor for the successful implementation of

ICT, yet the absence of technology is a crucial hindrance, as analysed in E-learning

Nordic, for example. The provision of ICT infrastructure does not necessarily mean that use

will be higher. On the other hand, some studies (e.g. E-learning Nordic) show that in schools

with more ICT equipment, headmasters consider that ICT has encouraged the integration of

new pedagogical methods into teaching.

The lack of high quality hardware and suitable educational software is also

considered by the majority of ICT coordinators as an important hindrance to further

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development of ICT in education. Poorly maintained computers are usually unreliable and

likely to cause disruption to even the best planned lessons. Similarly, inappropriate software

does not enhance a lesson in any way and rather disengages both teachers and studentsfrom the learning process.

Therefore, the amount, range and quality of ICT resources available to the teachers are an

important influence on the use made of ICT in subjects and classes. Of course, the high cost

of ICT maintenance and software licenses should be also taken into consideration since it

further inhibits ICT usage in schools. In addition there is the need to customize and

standardise software.

In the case of Spain, the budget devoted to ICT in the schools is still very low. Schools do

invest in hardware and software, but without maintenance and equipment renewal. The

reality is that almost all the Schools have just one Computerized Classroom instead of one

computer per classroom. Anyway the ICT use in Education Report, shows that the trend

is changing and that now the Headmasters have realized that they need to buy different ICT

infrastructure such as Electronic blackboards, laptops, screens etc.

Limited Access to ICT equipment

The inability of teachers and students to access ICT resources is a result of a number of

other factors and not only of the lack of ICT infrastructure. Sometimes a school may have

high quality of ICT resources but these are inappropriately organized and thus not optimally

used. In some schools for instance, prior booking of the ICT classroom is required, or the

internal school network cannot be accessed from outside. As a result teachers and students

do not have the opportunity to use ICT at any time according to their needs. This is the case

also in the majority of Education Centres of Spain

Lack of experience in project-based learning

The Elearning Nordic study shows that most of the teachers who report the greatest positive

impact of ICT were experienced in project-oriented teaching supported by ICT, while half the

teachers who report no impact of ICT seldom or never did this. It is also the teachers who

experience the greatest impact of ICT who are most often engage their pupils in learning

activities in which pupils are asked to work exploratively and innovatively supported by ICT.

Yet, these activities are carried out by enthusiasts and lack continuous involvement of the

whole school or the whole municipality with a view to anchorage and dissemination of the

results.

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In Spain, during the last decade, the Education authorities are fostering the set up of

Bilingual schools in order to boost the improvement of the languages skills, of both teachers

and students. This is considered a priority for the development of project-basedlearning, that it is still very low deployed in Spanish Education Centres.

Absence of ICT mainstreaming into schools strategies

In Spain, schools face the problem of unsuccessful organisational implementation of ICT

because ICT is not seen as a part of the general strategy at school level. Even if some

schools have developed ICT strategies, these are not integrated into the schools overall

strategies.

3.-System-level barriers

The rigid structure of the traditional schooling system

Sometimes education systems work against ICT impact and even if educators are not ICT-

resistant, in some cases the system under which they work is. ICT use in Education

Report gives some valuable results concerning the factors that impede the effective use of

investments in ICT. As it was shown in the study investments in ICT are not able to have animpact they should have in secondary schools within the present education system. The

report has shown that teachers and parents are still nervous about the new methods

capacity to lead to the same results in national exams and fear that schools using ICT will

be less performing than traditional schools.

Indeed, existing assessment and evaluation methods primarily focus on content and neglect

social and other abilities of learners. Competencies such as problem solving, presenting

material in novel ways, collaboration or creativeness are only to a limited degree covered in

national exams. Students receive no credit for these new competencies they have

developed, even though they are important for the development of the society. Yet, this is

evident in some countries more than in others; in Finland for instance, where differences

between schools are fewer and assessment is based more on evaluation, this is less the

case, but in Spain the difference is still very high.

To summarise

The main factors that prevent teachers from making full use of ICT can be broadly grouped

into three categories:

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Teacher-level factors

Lack of teacher ICT skills; Lack of teacher confidence;

Lack of pedagogical teacher training;

Lack of follow-up of new ICT skills;

Lack of differentiated training programmes

School-level factors

Absence of ICT infrastructure;

Old or poorly maintained hardware;

Lack of suitable educational software;

Limited access to ICT;

Limited project-related experience;

Lack of ICT mainstreaming into schools strategy

System-level factors

Rigid structure of traditional education systems

Traditional assessment

Restrictive curricula

Restricted organisational structure

Evidence Based Research

Knowing how educational technology changes teaching practices as well as the ways in

which students learn, is fundamental for evaluating its effectiveness and for developing

better tools. We also must be sensitive to the ways in which technology use can affectoutcomes, and must consider the ways in which individual differences change the use of

technology as well as learning processes and outcomes.

In Spain, according to the ICT use in Education Report, CECE evaluated how the

schools implement the ICT and how the teachers, students and administrative staff used the

technology. During the last 10 years, if we compare the same indicators in a bi-annual

progression we founded a strong and positive evolution in the use of ICT at schools in the

teaching process. In Spain we do not have a test (like UK) for evaluating the causal

relationship between ICT and better learning outcomes in national test (measurable systems

indicators).

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Since 2002, Spanish Education Centres have had a strong progression of the different

computerization rates, concerning the number of students per computer (see the next

table)

http://www.stecyl.es/informes/080913_datos_cifras_educacion_08-09.pdf

ICT and learning outcomes

All the studies reviewed have identified a range of important wider benefits of ICT on

learning. These include the positive impact of ICT on students motivation and skills,

independent learning and teamwork. Increased motivation leads to more attention during

lessons which can be exploited by the teacher. Aspects for more individualised learning were

described in a variety of ways. Students learn more independently, at their own pace and

according to their needs. They also take more responsibility for their own learning process.

As seen, ICT can benefit likewise academically strong and weak students and students with

special needs. Studies reveal that these benefits can not only remain technology driven but

should be more intentionally exploited following a pedagogical approach. Collaboration or

teamwork as well as the use of specific ICTs should be more strategically exploited, better

planned and focused on the solving of a joint problem or given task. These skills should be

much more formally be taken into account in the future as they present important outcomes

of a new and changed educational context.

On an international level, the analysis of the OECD PISA results indicates that longer use of

computers by students is related to better results in mathematics in PISA results.

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In Spain we found a positive impact of ICT on students motivation and skills, independent

learning and teamwork

ICT and teaching methodologies

There is considerable evidence of the impact of ICT on teaching, not all of it positive.

Whereas teachers estimate a high impact of ICT on learning and learning outcomes, the

perceived impact on teaching methodologies is seen much more moderate.

There is evidence of changes in roles of teachers either forced by the technology itself ormore actively steered by teachers. In changing the teacherstudent relationship, as part of

the new educational paradigm, the most difficult process for teachers is to give up control

and have more trust in students planning their work independently.

Teachers do not feel confident yet in exploiting ICT to support new approaches in teaching.

According to the evidence, there is continuum along which teachers adopt new technologies.

We can assume schools are only in the beginning of the second stage towards the transition

into a new educational paradigm.

In Spain, many teachers feel unconfident using ICT at school. We need to deliver more

training courses about ICT and methodology in specific areas of the curricula.

Alumnado

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Good practices and experiences in Spain

Author Project

Aragon Goverment Pueblo de Ario

CNICE - Ministry of Education Newton Physics

Descartes Maths

Andalucia Goverment CGA Centro de Gestin Avanzada TIC

(ICT Advanced Management Centre)

Colegio Gaztelueta Elearning Pilot Project

Ave Maria Schools PDA Teaching Management

Grupo Santillana Kalipedia

ARIO Village Pilot Project Aragon Goverment

Rural Primary School Uses Wireless Internet to Transform Teaching and Learning

Ario School, which teaches pupils up to ten years old from a village in northeast Spain with

a population of just 900 people. Its head teacher wanted to raise educational standards and

motivate classes by giving them access to online research, and interactive learning tools.

Rather than simply increase the number of computers connected to the Internet, the school

decided to provide pupils with port- able Tablet PCs linked to a wireless network.

Now, final-year pupils use Tablet PCs in most of their classes. Lessons are much more

interactive and exciting, helping pupils to learn at their own pace. In biology, for example,

pupils access a picture of the heart that shows a three-dimensional animated image

pumping blood in and out of the arteries. And in mathematics, they follow a full, step-by-

step example of how to solve a problem.

It has also transformed the role of teachers in the school. Pupils are more motivated, usingTablet PCs and the Internet to research subject matter and follow interactive lessons

32
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themselves. So teachers spend less time instructing at the front of the classroom, and more

time coaching and directing individuals, and smaller groups of children.

The teaching day is also radically different. Because the regional government of Aragon has

set up a wireless network for the whole town, pupils can go online in the afternoons and

evenings after school. They can spend this time collaborating online with their fellow pupils,

or send questions to their teachers who make themselves available to answer messages as

quickly as possible.

This means that the normal school day can be set aside for more social activities. There is

more time for discussions, social education, sports, and arts teaching, where there isgreater value for pupils learning in groups with a teacher present.

The project has been so successful that the Ministry of Education in Aragon has announced

that it will provide a further 14,000 Tablet PCs to schools in the region over the next three

years. Six other regional governments in Spain have also started to introduce Tablet PCs

and wireless networks in their local schools.

Newton and Descartes CNICE

The core mission of CNICE is to facilitate the enhancement of education outcomes through

ICT supported innovation. CNICE provides contents and services online, teacher training,

guidance and support, dissemination of good practice examples. CNICE proposes the

integration of ICT in the access to information, its analysis and processing, the validation of

knowledge, the interaction with systems and with other actors in the learning process, the

connection of the school with the outside world, the communication of the knowledge

acquired. Roles of learners and teachers change and the concept of school and education

itself drastically evolves. The acquisition from our pupils of firm ethical criteria is even morea key issue in a world immediately interconnected. Many, if not all of these elements of

innovation are included in the etwinning scheme.

CNICE, as a unit of the Spanish Ministry of Education and Science, is a part of the Spanish

public administration. As such, the natural environment for our collaboration in education is

the European Union and Iberian America. The participation of Spain in European networks is

similar to that of Italy: European Commission, European Schoolnet. At the level of studies

and research Spain is an active member of the OECD, as is Italy, whose CERI is a fine

source of information and collaboration opportunities in education. With Latin America we

participate in the Education activities of OEI (Organisation of Iberian American States for

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Education and Culture), we collaborate with the Network of (education) Portals and have

active agreements of education cooperation with most American countries.

Descartes and Newton. (mathematics and physics) are the main ICT learning

contents developed by the CNICE. These Contents are increasingly used in the

education centres, and teachers trained for them. Teachers learn to use these

resources as part of its teaching methodology, along with the methodology of

working with pupils in small groups

The main problems arose are that students are not accustomed to the use of

computer as part of the didactic way but as entertainment, they notice technology as

part of a game.

CGA Centro de Gestin Avanzada TIC (ICT Advanced Management Centre)

Andalucia Goverment

The And@red Plan (standing for Andalusian Educational Network), started in 2003 with the

introduction of computers running free software in the schools in the Spanish region of

Andaluca. The Plan is a consequence of Decree 72/2003 of Measures to Encourage the

Knowledge Society. We call the schools in the project ICT Schools. These are schools whose

staffs have signed a commitment to receive training and to use the new tools.

Guadalinex is the Linux distribution created in Andaluca by the regional government, with

an origin in GNU Linex, the distribution in Extremadura.

Six Key Items

I. The size: Massive deployment

II. A Customized Distribution

III. Remote Administration and SupportIV. The creation of the role of ICT Coordinator

V. Training

VI. Educational Tools

The size: Massive deployment

As many computers as the school staff thinks necessary (one desktop every two students,

ICT corners with two/three computers, desktop groups or shareable laptops)

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A huge single network, administered centrally (it is planned that in a few years all

Andalusian schools will be ICT schools). Two servers in each school, providing firewire,

proxy, cache, NFS homes and contents service

A Customized Distribution

Guadalinex is the name of the customized distribution of the regional government of

Andaluca. Developed by local companies through a public tender (the tender for V5 was

announced on the 28th of September), the present version, V4.0, is an Ubuntu derivative

that had an open development. V4.1beta, an update to Feisty Fawn with brand new

festival voices for Spanish, is already available for downloading and testing.

Remote Administration and Support

The Advanced Management Centre (in Spanish CGA) of ICT Schools was born as a

consequence of the services mentioned in articles 4, 6 and 15 of Decree 72/2003. Its tasks

are

Management of the servers and the local networks of the ICT Schools network

Users' helpdesk (called CAU-TIC)

Connectivity support for the rest of the schools in Andaluca

Maintaining and updating the packages of the FLOSS Operating System installed in

the Andalusian schools

ICT ccordinator

No-one in the school is supposed to be a hacker - ICT coordinators are teachers. In theory,

the coordinators' task is the pedagogical dynamization of the schools. In practice they (or

the ICT team) have to recognize all technical problems, contact the helpdesk andadminister the local accounts and the school's LMS.

Training

Teacher training in Andalusia, organized by the regional educational authorities, is free for

all teachers. Over 20% of the whole training effort (courses, conferences...) is allocated to

ICT training. ICT schools have priority in training demands, and a training advisor is

assigned to each school.

Collaborative tools

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Averroes, "The Andalusian telematics network" is the name of the educational portal of

Andaluca. Although the portal has existed since 1998, providing news, resources and

hosting to the schools, we have had access to the alfa versions of the new Averroes, full ofnew and interesting possibilities. RSS feeds and the active participation of the teachers are

key features of the new site.

Helvia, the "educational platform", is the Learning Management System installed in each

and every one of the ICT schools. A scheduled-to-be-freed development ofe-ducativa, it

provides an e-learning environment for teachers and students, blogging facilities and tools

to write and host the school's web page. The design is that of a network of interconnected

servers, permitting to move through the nodes of the network.

Pasen (Spanish for "come in") is an interface for the communication with the students'

parents. It provides mentoring facilities (information about attendance, behaviour, marks

but also planning homework for the ill, etc.).

BARTIC is the most demanded and the longest waited for. BARTIC will be (in fact it is

starting to be) a resources repository and indexer. The idea behind it is to create an index

of the quality resources already in Averroes, as assessed by experts in each of the

educational fields, and after that to start adding new valuable resources. It will permit socialtagging, tag clouds and even personal portfolios

Elearning Pilot Project - Colegio Gaztelueta http://www.gaztelueta.com

Technological Innovation

True to its tradition as a pioneer in the application of educational developments, Gaztelueta

has installed a fibre-optic ring connecting all its buildings. All its classrooms, staff rooms,

offices and libraries have their own computer terminals. There are also well-equippedcomputer rooms with multimedia equipment where all students learn to work in a Windows

2000 environment with Word, Excel and PowerPoint. For those of a clearly creative,

aesthetic turn of mind optional courses are available from secondary level onwards in 3D

animation, programming in Pascal and CAD. However, the educational philosophy of

Gaztelueta certainly does not envisage turning the school into a computer centre. In the

words of Jaime Bernar, "in no case will computers replace teachers, though they will be used

for support in preparing classes". With terminals connected to the Internet in every

classroom, teachers can incorporate moving pictures, sound and many other teachingresources into their explanations to facilitate comprehension of certain topics.

Young Net Surfers

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Seeking to add value to the school, a group of teachers took part in the Edunet project,

which sought to make the best use of the potential of the Internet. The server installed

provides selective access to information, filtering out harmful content (violence, sects,pornography, etc.). Edunet also seeks out sites of educational interest by categories. An

Intranet has also been designed that facilitates the management of the school, and a

WebSite has been posted where parents can consult grades, request certificates, reply to

documents, arrange meetings with teachers and obtain information.

PDA Teaching Management - Ave Maria Schools http://www.escuelasavemaria.com/

They are 10 years implementing new ICTs in the School. First with in the email and

Webpages. The introduction of video conferences with other schools to promote the

learning of languages were later promoted the learning of the creation of pages webs

customized by the students.

Later on, all the teachers use special software to assess continuously the students

through the Internet, giving very positive results. In real time parents may know the

status of their children.

Kalipedia Grupo Santillana

http://www.kalipedia.com/

KALIPEDIA is a new free encyclopaedia by Santillana Group. Kalipedia was opened to help

students and teachers. You can find great graphics and video and more than 100.000

contents prepared by experts regarding to geography, language, science, history, literature,

phylosophy, arte, technology, physics, chemistry, maths and informatics.Also, you can share

your knowledge and experience by means of groups, foros, blogs, etc. It also has

interesting news and tests.

Conclusions

Studies in Europe

Studies under review identified important relationships that could maximize impact either in

the area of learning outcomes or teaching. They point to the necessary conditions fortransforming the potential of ICT into concrete outcomes for both areas:

Conditions to maximise ICT impact

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Schools with good ICT resources

also achieve better results

Schools with higher levels of e-

maturity demonstrate a more

rapid increase in performance

scores than those with lower

levels.

ICT investment impacts on

educational standards only when

there is fertile background formaking efficient use of it.

The greatest impact is found in

relation to teachers who are

experienced users and who from

the start had already come far

with the integration of ICT in their

teaching.

Embedded ICT over a longer

period of time has lead to more

use of ICT by teachers and

considerably increased their

confidence in using ICT.

Teachers that assess to

experience a more positive impact

of ICT are most likely to be foundin schools where headmasters

have used ICT to support the

development of the schools

values and goals.

Some of the best examples of the

use of ICT were where lessons

moved through different modes of

teacher-pupil interaction which

involved both in a variety of roles

and where intended and actual

use coincided.

Teachers, who report a great

positive impact of ICT, think that

ICT improves pupil performance,

consider ICT as a tool to support

both subject content and

pedagogy and think ICT has an

impact on teaching. They use ICT

in the most project-oriented,

collaborative and most

experimental way.

Broadband plays an importantrole in integrating ICT in schools,

affecting teaching and learning in

several ways.

Embedded, reliable and high

capacity broadband in the

classroom has increased the

quality and quantity of

educational activities that can be

undertaken

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Conclusions about Spain

The studies, reports and interviews that we made in Spain permit us to conclude the

following main findings:

1. The ICT impact on teaching and learning is improving slowly but firmly since 2002.

2. We need to invest more money for training the teachers: 1 per equipment and 1

per training

3. The use of tools and applications like Moodle and others are increasing at the

Spanish schools, especially at VET centres.

4. The amount of money each school invests in ICT is low according with the needing;

this is more evident at the private school system.

5. Spain is in the middle way of use the ICT at schools if we compare with others

European countries, but inside Spain we can fin differences between the regions.

6. In Spain the 98% of the schools have ICT equipment and Internet access and the

next step is to promote the use of digital educational resources within the syllabus.

7. Primary and secondary schools are increasing step by step their presence in the use

of ICT at classrooms; also the nursery teachers are very interesting in the use of ICT

resources for their activities.

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SWOT

Features (own) Situation (environment)

Unfavourable

Weaknesses

Requires more time to intregrate it in the syllabus

Teachers digital Illiteracy

Teachers need to be trained in ICT and Methodology

Requires teachers and students eager to work

Requires Education authorities that understand the current

situation

Lack of enough budget for hardware and software purchase

It is necessary a teachers intergenerational change

Lack of motivation for using the ICT in the classroom

Threats

Most of the teachers are comfortable with the current status

Most of the students are used to perform the minimum

Education Responsible Authorities are not aware of technological changes

Scant of ICT infrastructure and appropriated spaces for teamwork

Teachers knowledge without technological methodology

Teachers are adverse to changes

Lack of ICT training for the trainers

The perceived impact of ICT on teaching methodologies is not enough

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Favourable

Strengths

Knowledge building

Competences development: transversal and professional

(teamwork, problem solving, communication skills etc)

WBL boosts autonomous learning which foster LLL

Students learn to learn

Improve motivation, and skills, independent learning and

teamwork

The use of ICT and WBL is a demand of the market place

The prices are cheaper than before and we can use free

software applications for WBL

Opportunities

To foster ICTS training courses to enable all teachers and schools to reach

e-maturity and e-confidence.

ICTs implies a Teacher Mentality change, from the only Expert in

Classroom to become a Facilitator

Promotion of international Conferences to disseminate the use of ICTs

methodologies

To stimulate the research at local, regional, national and European level

To promote WBL at European schools

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Recommendations

According to the conducted interviews and research, we can conclude the following

recommendations, divided in 3 levels:

Policy makers (national, regional and local level)

Training programmes should be more school-based and adapted to the

particular needs of teachers and fit to personal and subject specific needs,or project related needs: transversal skills

Include new competencies in the curricula and in assessment schemes An

experimental approach using ICT in everyday practice is an important factor

in increasing teachers pedagogical competence.

Implement new forms of continuous professional development in a

workplace environment and as part of a culture of lifelong and peer learning

Built up a clear political will and invest in ICT consolidation in the schools: 1

invested for ICT equipment should go along with 1 for training the

trainers

Motivate and reward teachers to use ICT: Actions should be built into

policies that encourage teachers to use ICT more and more effectively.

Schools Integrate the ICT strategy into the schools overall strategies

Furthermore this overall strategy needs to be developed and evaluated by

all school actors

Transform positive attitudes towards ICT into efficient widespread practice.

Schools should capitalise on positive attitudes. To achieve greater impact it

is important that teachers underpin ICT use with a pedagogical approach.

At least one computer in every classroom, and not only a Computer lab

ICT Training programmes for all the teachers42


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Technology deployment does not solve educational problems by itself

The key is not to take the teachers to the computer lab but the introduce

the usage of computers in the ordinary classrooms

Integrating computers in education is a pedagogical not a technical issue

Research and Development

A holistic approach to identify impact is needed. What works for whom in

what circumstances is what policy makers/ shapers need to know.

Apart from research that shows benefit for ICT in subject, research should

be conducted to find out how ICT can positively influence the learning

process.

Create closer links between research and practice

More fundamental research, small scale, focused research on specific ICT

tools should be combined with research which is much more closely linkedto practice: Ways forward are to develop a critical and reflective attitude

amongst teachers or teachers carrying out research themselves (coached

by researchers) and involving schools in defining research questions.

Any quantitative data from large scale national studies should be

complemented with qualitative data arising from smaller scale studies or

research projects.

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References

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ICTs en Educacion 2005-2006 Red.es

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The Future of Learning in the Knowledge Society: Disruptive

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http://ec.europa.eu/information_society/activities/sip/eurobarom

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STATISTICS ON ICT infrastructure in schools

Michael Minges, April 2005

Web-based Learning: An Action Research

Chien-hsing Wang,

USE OF A WEB BASED PLATFORM AS VIRTUAL HELP FOR PBL

METHODOLOGY Maria Madarieta, Xabi Uranga, Felipe Garitaonandia, JonGarate

When Teaching Meets Learning: Design Principles and Strategies for

Web-based Learning Environments that Support Knowledge

Construction - Ron Oliver

Spartanburg school district 3

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http://asianvu.com/bookstoread/framework/

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stephen-downes

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