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首页> 外文会议>International Technology,Education and Development Conference >(506)RE OUR SCHOOLS PREPARED FOR ICT INTEGRATION INTEACHING? ICT PROVISION IN SECONDARY SCHOOLS.SITUATION’S ALICANTE (SPAIN)
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(506)RE OUR SCHOOLS PREPARED FOR ICT INTEGRATION INTEACHING? ICT PROVISION IN SECONDARY SCHOOLS.SITUATION’S ALICANTE (SPAIN)

机译：（506）我们学校为教学中的ICT融合准备了吗？中学ICT提供的ICT.Situation的阿利坎特（西班牙）

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Today no one doubts the important role of ICT (Information and CommunicationTechnology) in our society. The use of computers as a tool is one of the basic skills ofyoung students. The use of ICT in education is increasingly important for theory andeducational practice.In December 2007 published the first results of PISA 2006 (Programme for InternationalStudent Assessment). This edition focuses mainly on the level of the students in thesciences. On the provision of ICT, only an indicator appears referring to the averagenumber of computers per student devoted to teaching duties, without distinction as totype of school. Unable to establish comparative data published in previous editions.Spanish average stands at 10 students per computer compared to 3.6 in the UK whichgives the best ratio. The average for OECD countries is at 6.7 student / computer. AmongEuropean Union countries, the worst ratios (more than 14 students / computer) can befound in Portugal and Poland.In the framework of the objectives contained within the i2010 European program,specifically those related to the measurement of the availability of ICT and use ofelearning in schools, the European Commission started in January 2006 the study"Indicators for Policy eLearning 2006".The main objectives of the study sponsored by the European Commission are two. Firstis to update the data on the indicator "number of students per computer with Internetconnection" and relate these to other potential indicators of educational use of ICT incompulsory education. Second, is to see what facilities are available and how theteachers used in schools. The study was conducted in 25 member countries of theEuropean Union, Norway and Iceland and the results of this study are made public inAugust 2006 (European Commission 2006).This paper reports primary data analyses of the ICT situation in the secondary schools inAlicante (Spain). The methodology used to collect information is an auto administratequestionnaire relating to the availability, location, internet access and computer’s uses.Data were collected with the participation of 67 schools in Alicante province. We proposea number of hypotheses, describe the methodology used, and discuss and analyze theresults, and finally we show some conclusions.Results show that the technology available appears to be greater in private schools thanin public. Regarding the location of the technological means usually found in specificclassrooms (computer classrooms). The equipment can be considered quite modern andpredominantly Internet connection via ADSL (Asymmetric Digital Subscriber Line) access.
机译：今天，没有人怀疑ICT（信息和CommunicationTechnology）在我们的社会中的重要作用。作为一种工具的使用电脑的基本技能ofyoung的学生之一。利用信息和通信技术在教育是理论andeducational 2007 practice.In 12月发表2006年的PISA（计划InternationalStudent评估）以第一名的成绩越来越重要。这个版本主要侧重于学生thesciences的水平。在提供信息和通信技术的，只有一个指标似乎指的是每名学生致力于教学任务计算机的averagenumber，不分学校的totype。无法建立在每台电脑10名学生相比，英国3.6 whichgives最好比了以前editions.Spanish平均看台上的比较数据。平均经合组织国家是6.7的学生/计算机。 AmongEuropean联盟国家，最糟糕的比例（超过14名学生/电脑）可以在葡萄牙和Poland.In下找到目标的框架包含了欧盟i2010欧洲的计划之内，特别是那些涉及到信息和通信技术的获得和使用ofelearning在测量学校，欧盟委员会于2006年1月开始研究“指标政策2006年电子学习”的研究。主要目标发起由欧洲委员会两个。 Firstis到更新指标“每个学生电脑与Internetconnection数”中的数据并将这些教育使用ICT incompulsory教育的其他潜在指标。其次，是看什么设施齐备，以及如何theteachers在学校使用。这项研究是在theEuropean联盟，挪威和冰岛的25个成员国进行的，这项研究的结果公布于众inAugust 2006年（欧洲委员会，2006）。本文报道的在中学inAlicante的ICT情况原始数据的分析（西班牙） 。用于收集资料的方法是与可用性，位置，网络连接和电脑的uses.Data收集与67所学校在阿利坎特省参与自动administratequestionnaire。我们proposea数的假设，说明所用的方法，并讨论和分析theresults，最后我们展示一些conclusions.Results表明，该技术可似乎是更大的私立学校thanin公众。关于通常在specificclassrooms（计算机教室）中发现的技术手段的位置。该设备可以被认为是通过ADSL相当现代andpredominantly Internet连接（非对称数字用户线路）接入。

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