What Does It take to become an ICT Student

The “impact studies’ in focus include a variety of studies, large and small scale, national and European, and cover evaluations of ICT programmes, inspection reports, specific technology interventions, research reviews, European comparisons and case studies. The major focus of the report was to look at impact of ICT in schools on two main areas learning and learners and teachers and teaching. Further to this, it shows the barriers for effective ICT use as identified in the studies. The report likewise tackles the research methods used to reveal impact in the two areas of learning and teaching.
Based on the body of evidence the report then raises a couple of key questions to be addressed in the near future, such as: Is it sound policy to concentrate resources on ICT for those subjects and sectors where results are proven? or How can we tackle the growing divide between emature and e-immature schools?
In the final section recommendations are given to policy makers, schools and research and development. These recommendations emerged from extensive discussions with the ICT cluster members and other ICT in education experts and point to possible solutions and actions to be taken on Member State and European level. In an overview table, the report also lists the core review studies according to their scope, research methods and the specific areas of impact in the two areas of learning and teaching, such as students’ motivation and engagement, the personalization of learning or the emergence of new pedagogical practices. This can help policy makers to identify studies most relevant to their interest.