SURVEY OF SCHOOLS: ICT IN EDUCATION COUNTRY PROFILE: AUSTRIA

SURVEY OF SCHOOLS: ICT IN EDUCATION COUNTRY PROFILE: AUSTRIA November 2012

Table of Contents 1. Introduction... 4 ICT in the n school education system... 4 The Survey of Schools: ICT in Education... 4 2. ICT infrastructure... 6 Availability of computers for educational purposes... 6 Broadband... 7 Connectedness... 8 3. Frequency of ICT use in class... 10 Frequency of ICT use by teachers in class... 10 Students ICT use... 11 4. Digital confidence... 13 Teachers... 13 Students... 15 5. Professional development... 17 Time spent on training... 17 Engagement in training... 18 6. School support measures... 20 ICT coordinator... 20 Incentives... 21 7: Clusters... 23 The digitally supportive school... 23 Digitally confident and supportive teachers... 24 The digitally supportive student... 26 The digitally equipped school... 27 Conclusion... 29 ANNEX... 30 Tables... 30 Notes... 35 Page 2

This report was prepared by the Contractor: European Schoolnet and University of Liège under contract SMART 2010/0039. The views expressed in this report are those of the authors and do not necessarily reflect those of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the information provided in this document. Copyright 2012. Material in this report may be freely reproduced provided the source is acknowledged. Page 3

1. INTRODUCTION ICT IN THE AUSTRIAN SCHOOL EDUCATION SYSTEM The Federal Ministry of Education, the Arts and Culture is the supreme oversight body for primary and secondary education as well as for the University Colleges of Teacher Education. The Länder are mainly responsible for the provision of teaching staff at public compulsory schools. They support the municipalities in the construction and maintenance of these schools via dedicated school construction funds, which they administer. Schools enjoy some autonomy in budgetary management and, up to a point, are free to adapt the curriculum to local needs 1. According to Eurydice s Key Data on Learning and Innovation through ICT at school in Europe 2, in there are national strategies covering training measures and research projects for ICT in schools, e-learning, e-inclusion, digital/media literacy and e-skills development. There are central steering documents for using a computer and searching for information at primary education level and in addition, at general secondary level, for using office applications, developing programming skills and using social media. In primary schools, ICT as general tool for other subjects and/or as tool for specific tasks in other subjects, and in general secondary schools in addition ICT is taught as a separate subject and included in technology as a subject. Recommendations and support are provided for all ICT hardware and software 3 except mobile devices and e-readers. According to official steering documents, students and teachers at all levels are expected to use ICT in all subjects 4 in class and for complementary activities. There are central recommendations on the use of ICT in student assessment as regards on-screen testing, interactive testing and using ICT as an information source (central recommendations on using ICT as an information source in traditional tests only apply to secondary education). Public-private partnerships for promoting the use of ICT are encouraged for ICT training for teachers and curriculum development. THE SURVEY OF SCHOOLS: ICT IN EDUCATION In 2011, the European Commission Directorate General Communications Networks, Content and Technology 5 launched the Survey of Schools: ICT in Education, the primary goal of which is to benchmark countries' performance in terms of access, use and attitudes to ICT at grades 4, 8 and 11. The Survey of Schools is one of a series within the European Union's cross-sector benchmarking activities comparing national progress to Digital Agenda for Europe (DAE) and 2020 goals. The Survey is funded by the European Commission Communications Networks, Content and Technology Directorate General and is a partnership between European Schoolnet and the Service d Approches Quantitatives des faits éducatifs in the Department of Education of the University of Liège. The survey took place between January 2011 and May 2012, with data collection in autumn 2011, and covered 31 1 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php?title=home 2 http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129en.pdf, published in 2011, specifically the following tables and associated commentaries: A6, B6, B7, C2, C3, C4, C12 and E10. 3 i.e. Computers, projectors or beamers, DVDs, videos, TV, cameras, Mobile devices, E-book readers, Smartboards, Virtual learning environments; Tutorial software, Office applications, Multimedia applications, Digital learning games, Communication software, Digital resources 4 i.e. language of instruction, mathematics, foreign languages, natural sciences, social sciences and arts. 5 www.ec.europa.eu/dgs/connect/ Page 4

countries (the 27, Croatia, Iceland, Norway and Turkey). In four countries (Germany, Iceland, Netherlands and the United Kingdom) the response rate was insufficient, making reliable analysis of the data impossible; therefore the findings in this report are based on data from 27 countries. This country profile should be read in conjunction with the Report of the Survey of Schools: ICT in Education (the main report ). The profile presents key indicators concerning access, use and attitudes to Information and Communication Technology in primary and secondary schools derived from responses to surveys completed by head teachers, teachers and students, showing national results against the average and, where possible, for grade 8 only. Charts for this grade are shown but not for other grades for reasons of brevity and clarity and because results at this grade tend to be indicative of all grades (i.e. having the characteristics and revealing issues found both at grade 4 and at grade 11). The text provides information about the results and rankings at other grades and a reference to the particular chart in the main report. The full report, country profiles, background information, questionnaires, tables, details of the methodology and the raw data are freely available at https://ec.europa.eu/digital-agenda/en/pillar-6- enhancing-digital-literacy-skills-and-inclusion. The authors may be contacted at essie-eu@eun.org and information about the survey is at http://essie.eun.org. Page 5

2. ICT INFRASTRUCTURE AVAILABILITY OF COMPUTERS FOR EDUCATIONAL PURPOSES A computer is defined as a desktop or laptop, netbook or tablet computer whether or not connected to the internet available for educational purposes in school. In it is only at grade 11 vocational level where there are more such computers than the average. In there are computers (desktop, laptop, whether or not connected to the internet) available for students at all grades around the average, except grade 4 which ranks lower (fig. 1.1 main report) with almost half the number of students per computer compared with grade 8. In most countries the older the student the more the computers, and this is reflected in at grade 11 vocational, where there are notably more (two students per computer). Fig. 2.1 shows that at grade 8 ranks tenth on this indicator with 4 students per computer. 30 Fig. 2.1: Students per computer (Grade 8, country and level, 2011-12) 25 20 15 10 5 5 5 0 SE NO ES DK CY BE EE CZ FI AT IE FR HU PT LT SK MT LV SL PL HR BG IT RO EL TR As for computers connected to the internet (fig. 2.2), in most computers are desktops, with relatively few laptops in evidence. There are more internet-connected desktop computers than the average at grade 8, the third lowest student to computer ratio. At grade 4 and 11 general, the ratio is among the highest, and fourth lowest at grade 11 vocational (main report, figs. 1.2) It is to be noted however that up to 37% of students use their own laptops in lessons at least weekly (fig. 3.3). 250 Fig. 2.2: Students per internet-connected desktop and laptop computer (Grade 8, country and level, 2011-12) 200 150 100 50 6 37 7 14 0 CY BE AT CZ EE ES FI FR PT IE LT SK LV MT HU DK PL SI SE NO BG HR IT RO EL TR Desktops Laptops Page 6

There is a significant negative correlation between low-income levels and desktop computer provision in vocational schools in : the higher the percentage of students from deprived homes in the school, the fewer computers available to them. BROADBAND In broadband speeds at all grades are higher than in most other countries, but nevertheless between 4 and 21% of students, depending on grade, are in schools without broadband. In, at all grades, the percentages of students in schools with broadband speeds faster than 10mbps is higher at grades 8 and 11 vocational than the mean (fig. 2.3), notably at grade 11 vocational where over 40% of students are in schools with speeds of more than 30mbps. Percentages of students in schools without broadband is lower than the average at all grades, with the exception of grade 4, where it is considerably higher, with one in five students in schools with no access. Fig. 2.3: Broadband speed (% students, excluding 'don't know', and, 2011-12) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Grade 4 Grade 8 21% 14% 8% 17% 9% 18% 5% 10% 19% 21% 19% 25% 28% 22% 21% 21% 11% 20% 14% 25% 10% 4% 9% 4% 11% 9% 5% No broadband <2mbps 2-5 mbps 5-10 mbps Grade 11gen 4% 4% 6% 33% 18% 23% 28% 25% 20% 5% 13% 11% 10% 10-30 mbps 30-100 mbps Grade 11voc 5% 7% 7% 6% 18% 15% 21% 26% 24% 28% 16% 15% 11% >100 mbps Broadband speeds in most schools are considerably higher compared to other countries, most students being in schools with over 5mbps, although less at grade 4 (main report, fig. 1.8). Page 7

Fig. 2.4 shows how compares with other countries at grade 8: a low percentage of students in schools with no broadband but half in schools with under 10mbps. Yet is among the frontrunners in terms of very high speed broadband, with 11% of students at grade 8 in schools having over 100mbps (but is around the middle group of countries at other grades). Fig. 2.4: Broadband speed (Grade 8, country and level, 2011-12, ranked by >100mbps) 100% 80% 60% 40% 20% 0% NO DK SE FI EE AT PT CZ LV LT TR BG IE SL SK CY RO ES HR HU FR EL BE IT PL MT >100mbps 30-100mbps 10-30mbps 5-10mbps 2-5mbps <2mbps No broadband CONNECTEDNESS Percentages of students in schools that have connected characteristics, e.g. having a website or a virtual learning environment (VLE) are shown below, as well as those with none of these items. In, students are more likely to be in schools with a website or home page than on average in the. VLEs are much in evidence in secondary schools but relatively absent in primary schools. At all grades, fewer students than the mean are in schools with no connectedness (i.e. no website, no email for teachers or students, no local area network, no VLE). Fig. 2.5: Percentage of students in connected schools - website, virtual learning environment, no connectedness ( and, 2011-12) Grade 4 Grade 8 Grade 11gen Grade 11voc 78% 22% 17% 79% 32% 15% 96% 72% 4% 86% 58% 10% 100% 97% 0% 92% 61% 7% 98% 84% 2% 93% 63% 6% 0% 20% 40% 60% 80% 100% School website VLE No connectedness ranks ninth as regards virtual learning environments at grade 8, as seen in fig. 2.6, third at grade 11 general, seventh at grade 11 vocational but among the bottom ten at grade 4. Page 8

Fig. 2.6: % of students in schools with a virtual learning environment (Grade 8; country and level, 2011-12) 100% 80% 60% 72% 61% 40% 20% 0% NO PT DK FI SE ES FR BE AT SL IE EE LV SK LT RO PL EL TR CY CZ BG MT HR IT HU In, large numbers are in schools with local area networks, and of schools with VLEs, the majority offer external access at all grades with all teachers having access at grade 11 vocational (main report section 1). Page 9

3. FREQUENCY OF ICT USE IN CLASS FREQUENCY OF ICT USE BY TEACHERS IN CLASS Teachers frequency of use of ICT in lessons is shown in the charts below. In intensity of use increases with the age of the student, and it is only at grade 11 vocational level that use is above the average; at this grade under 5% of teachers use ICT in fewer than 5% of lessons. At all levels there are fewer than the mean of students in schools where teachers use ICT in fewer than 1 percent of lessons (fig. 3.1). Fig. 3.1: Frequency of use of ICT equipment by teachers in lessons (in % students, and, 2011-12) Grade 4 3% 12% 10% 16% 14% 18% 34% 19% 26% 21% 4% 4% 9% 7% >75% of lessons 51-75% of lessons Grade 8 6% 7% 12% 7% 15% 25% 21% 27% 19% 16% 14% 7% 4% 11% 6% 25-50% of lessons 11-24% of lessons Grade 11gen 11% 7% 7% 8% 7% 15% 19% 23% 22% 17% 22% 14% 7% 10% 5% 6% 6-10% of lessons 1-5% of lessons Grade 11voc 26% 19% 12% 12% 17% 22% 19% 19% 13% 16% 9% 4% 7% 4% <1% of lessons Don't know There are lower percentages of teachers using ICT in more than 25% of lessons than the average at all grades except grade 11 vocational (fig. 3.2). Fig. 3.2: Teachers' use of ICT in at least 25% of lessons (% students, and, 2011-12) Grade 4 16% 29% Grade 8 Grade 11gen 22% 32% 26% 32% mean Grade 11voc 50% 60% 0% 20% 40% 60% 80% 100% Teachers in are relatively low users of ICT in lessons: when considering percentages using ICT in more than one in four lessons, below the average at all grades, except at grade 11 vocational where they are rank ninth (see main report, fig. 2.2). Page 10

Fig 3.3 shows ranks among the lowest five countries at grade 8 which is also the case at grade 4 and 11 general, although at grade 11 vocational ranks ninth. 100% 80% Fig. 3.3: Teachers' use of ICT in more than 25% of lessons (Grade 8, and country level, 2011-12) 60% 40% 20% 32% 22% 0% PT IE TR EE CY SK HR SI SE DK FR MT LV CZ BE EL RO IT NO HU FI LT ES BG AT LU PL STUDENTS ICT USE Students at grade 8 and 11 were also asked how frequently they used various items of ICT equipment in their lessons for learning purposes. The chart below shows their reported intensity of use of a school computer, and their own laptop or mobile phone. In high use of a desktop computer is reported at grade 11 vocational level, above the average. At other grades use is lower and below the mean. Use of their own laptop or mobile phone increases with age and is lowest at grade 4. Use of their own mobile phone is above average at all grades, at least 36 per cent reporting its use for learning at least once a week. Fig. 3.4: Percentages of students using ICT equipment in class for learning, at least once a week ( and, 2011-12) Grade 8 Grade 11gen Grade 11voc 6 11 12 11 16 28 40 37 38 36 35 37 46 53 51 54 64 76 School desktop or laptop computer Own laptop Own mobile phone 0 20 40 60 80 100 Page 11

At grade 8 students reported use of computers is third lowest in Europe, 40% saying they use them at least once a week (fig. 3.5). Low use is also the case at grade 11 general, while conversely 76% of students at grade 11 vocational report using a school desktop/laptop, with ranked third in the (see main report fig. 2.5). 100 Fig. 3.5 Use of school desktop/laptop for learning purposes at least weekly (% students, grade 8, country and level, 2011-12) 80 60 53 40 40 20 0 BG MT DK SK CY HR TR LT HU PL EL CZ NO PT SE IE ES EE RO BE LU IT LV FR AT SI FI Compared to other countries at grade 8 (fig.3.6), students in are in the middle group of countries as users of their own mobile phone but there is less use of their own laptop in school compared to most countries. At grade 11 vocational there is heavy usage of their own mobile (around 1 in every 2 students) and much heavier use of their own laptop in school than at grade 8, second only to Denmark in this respect (see main report, fig. 2.5i) 100 Fig. 3.6 Use of own mobile phone or laptop for learning purposes at least weekly (% students, grade 8, country and level, 2011-12) 80 60 40 37 28 20 6 11 0 LT LV DK EE PT PL CY HR SE BE SK LU BG AT NO Own mobile phone CZ RO HU FI Own laptop EL IE SL FR IT ES TR MT Students reported use of interactive whiteboards is the lowest ranked in the at all grades. Concerning students ICT-based activities during lessons, is below the average as measured by frequency of use (main report, fig. 3.8) at grade 8 and 11 general but higher at 11 vocational. Page 12

4. DIGITAL CONFIDENCE TEACHERS The mean score of students in being taught by teachers declaring confidence in their operational skills is well above the average, ranking among the top 3 countries surveyed at all grades, except for grade 4, where the mean score is slightly below the average. As at level, we observe that the mean score in relation to teachers operational skills increases as students age increases. Conversely, the mean score of students in being taught by teachers declaring confidence in their social media skills is below the average at all grades (particularly at grade 4), except at grade 11 vocational education, where it is very slightly higher. Fig. 4.1: Teachers self-confidence in their ICT skills (by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; and ; 2011-12) Fig. 4.1a: grade 4 Fig. 4.1b: grade 8 Social media skills 1.96 2.41 Social media skills 2.15 2.37 Operational skills 2.91 2.98 Operational skills 3.25 3 1 1.5 2 2.5 3 3.5 1 1.5 2 2.5 3 3.5 Fig. 4.1c: grade 11 gen. Fig. 4.1d: grade 11 voc. Social media skills 2.35 2.38 Social media skills 2.55 2.51 Operational skills 3.01 3.32 Operational skills 3.16 3.49 1 1.5 2 2.5 3 3.5 1 1.5 2 2.5 3 3.5 Page 13

Comparing confidence levels at grade 8, teachers confidence in their operational skills ranks second highest (fig. 4.1e), At other grades (main report, fig. 4.13), is in the middle range at grade 4, but in the top three countries at grade 11. 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' 3.5 3 2.5 2 1.5 3.25 Fig. 4.1e Teachers' confidence in their operational skills (Grade 8, country and level, 2011-12) 3 1 LU AT PT MT IE PL SI FR SE NO DK SK CZ IT RO CY ES BG EL TR EE LV FI HU LT BE HR As regards social media confidence is in the lowest group of countries at grade 8 (fig. 4.1f), and this is even truer at grade 4 (third lowest), while at grade 11 is in a middle group of countries (main report fig. 4.14) Fig. 4.1f Teachers' confidence in their social media skills (Grade 8, country and level, 2011-12) 3.5 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' 3 2.5 2 1.5 1 2.37 2.15 EE TR SE FI IE NO SK DK MT LU PT SI PL ES FR RO IT BG HR LT AT EL CZ HU CY BE LV Page 14

STUDENTS The mean score of n students declaring confidence in their operational skills is above the average at all grades, as shown in Fig. 4.2. n students mean score in relation to their confidence in their ability to use the internet safely and responsibly is also above the average at all grades, excluding grade 8. n students confidence in their social media skills however is below the average at all grades, except for at grade 11 vocational education, where the mean score is particularly high. This follows the same pattern for teachers in this area, as shown in Fig. 4.1, where we observe that they are also more confident in their social media skills at grade 11 vocational education, albeit to a lesser extent than their students. Fig. 4.2: Students' self-confidence in their ICT skills (by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; and ; 2011-12) Fig. 4.2a: grade 8 Fig. 4.2b: grade 11 gen. Social media skills 2.35 2.41 Social media skills 2.76 2.78 Operational skills 2.66 2.63 Operational skills 3.07 2.88 Responsible internet use 2.49 2.58 Responsible internet use 2.97 2.93 Safe internet use 2.89 2.98 Safe internet use 3.24 3.16 1 1.5 2 2.5 3 3.5 1 1.5 2 2.5 3 3.5 Fig. 4.2c: grade 11 voc. Social media skills Operational skills Responsible internet use Safe internet use 2.71 2.55 3.14 2.78 2.84 2.75 3.11 2.98 1 1.5 2 2.5 3 3.5 Confidence in operational skills is higher than the mean amongst grade 8 students (fig. 4.2d), and the highest ranked in Europe in vocational students (see main report fig 4.18). Page 15

1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' 3.5 3 2.5 2 1.5 1 PL PT FR NO Fig. 4.2d Students'' confidence in their operational skills (Grade 8, country and level, 2011-12) LT HU SE 2.66 2.63 AT EE SK CY IT FI MT DK ES CZ LV HR BG SI RO EL IE BE TR LU is close to the average in social media competences at grade 8 (fig. 4.2e) and ranks third highest at grade 11 vocational (main report fig. 4.14). 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' 3.5 3 2.5 2 1.5 1 PL EE SE PT Fig. 4.2e Students'' confidence in their social media skills (Grade 8, country and level, 2011-12) FI HU LT FR NO SK LV HR 2.41 2.35 RO CZ AT BG IE ES CY SI DK TR IT EL MT LU At grade 8 students in are below the average in terms of confidence to use the internet safely and responsibly, and above the average at grade 11 (main report, fig. 4.16, 4.17). Page 16

5. PROFESSIONAL DEVELOPMENT TIME SPENT ON TRAINING Fewer students at grade 4 and grade 8 in are taught by teachers who have invested more than 6 days in professional development activities during the past two years, compared to the average. The same is the case for grade 11 students both in general and vocational education, albeit to a much lesser extent, especially at vocational level where the situation in is very close to the average. When it comes to students being taught by teachers who have spent between 1 and 3 days on professional development during the last two years, is above the average at all grades. Except at grade 11 vocational education, has more students at all grades being taught by teachers who have spent no time at all in such continuous professional development, compared to the average. Fig. 5.1: Time invested by teachers in professional development activities during the past two years (in % of students; excluding '4-6 days' and '< 1 day'; and ; 2011-12) Grade 4 Grade 8 Grade 11gen Grade 11voc 47% 23% 8% 50% 20% 9% 37% 33% 13% 50% 22% 8% 30% 33% 11% 61% 16% 5% 21% 20% 21% 57% 15% 8% 0% 20% 40% 60% 80% 100% > 6 days 1-3 days No time Page 17

ENGAGEMENT IN TRAINING As Fig. 5.2 below shows, is positioned below the average in terms of the amount of students at all grades taught by teachers who have recently engaged in training through personal learning about ICT, or ICT training provided by school staff or through online communities. ranks significantly below the average when it comes to teachers engaging in voluntary, personal learning about ICT in their own time, at all grades, and particularly at grades 4 and 8. is also below the average, albeit to a lesser extent, in terms of the percentage of students taught by teachers who have participated in training through online communities, at all grades, even if at grade 11 vocational education the percentage almost reaches the average. The situation in is much closer to the average at all grades when considering the percentage of students taught by teachers who have recently undergone ICT training provided by school staff, except at grade 4, where the n percentage is significantly lower. At grade 11 vocational education, the percentage of students in this situation is slightly higher than the average. Fig. 5.2: Means through which teachers have engaged in ICT related professional development during the past two years (by grade; in % of students; and ; 2011-12) Fig. 5.2a: grade 4 Fig. 5.2b: grade 8 Participation in online communities 16% 25% Participation in online communities 17% 31% ICT training provided by school staff 20% 40% ICT training provided by school staff 44% 51% Personal learning about ICT in your own time 41% 70% Personal learning about ICT in your own time 47% 74% 0% 50% 100% 0% 50% 100% Fig. 5.2c: grade 11 gen. Fig. 5.2d: grade 11 voc. Participation in online communities 12% 28% Participation in online communities 27% 28% ICT training provided by school staff 45% 44% ICT training provided by school staff 47% 41% Personal learning about ICT in your own time 58% 72% Personal learning about ICT in your own time 53% 71% 0% 50% 100% 0% 50% 100% Page 18

At grades 4 and 8 teachers have had less subject-specific ICT training than the average and above at grade 11. Students at all grades are likely to be in schools where few teachers take part in online communities than average, notably at grade 11 general where they are in the lowest ranking. Apart from grade 11 general, students are less likely than the mean to be in schools where teachers have taken part in pedagogical ICT training (main report fig. 4.6-8). Fig. 5.2e shows that grade 8 teachers in have taken part in less professional development in the preceding two years, than the average, and a lower percentage takes part in pedagogical ICT training or online communities. Fig. 5.2e: Participation in professional development (Grade 8, by type, country and, 2011-12) AT BE BG HR CY CZ DK EE FI FR EL HU IE IT LV LT LU MT NO PL PT RO SK SI ES SE TR 36% 53% 28% 17% 33% 31% Pedagogical Subject Online communities In at all grades percentages of students taught by teachers for whom ICT training is compulsory are among the lowest in the (main report, fig. 4.2), ranked last at grade 11 general. As regards involvement in personal learning about ICT in their own time (main report, fig. 4.4), percentages (in the range 41% to 58%) are notably below the mean at all grades, among the lowest ranking. The percentage of students taught by teachers participating in training provided by school staff is below the average at grade 8, the third lowest (20%) at grade 4, and above the average at grade 11 (main report, fig.4.5). Between 8 and 21 per cent of students are taught by teachers who have not spent any time on ICTrelated professional development activities during the preceding two years (main report, fig. 4.11), more than double the average at grade 8 and 4 (ranked 4 highest) and close to the average at grade 11. Page 19

6. SCHOOL SUPPORT MEASURES Students in are in schools where ICT strategies are implemented at grade 8 above averages, around 30% being in such schools (main report, fig. 5.3). At other grades they are at or below the average, and at grade 4 are last in the rankings with 3% of students attending schools that have ICT strategies implemented. There are low percentages, around 5% and 18%, of students at all grades that go to a school where there is a specific strategy to support teacher collaboration (main report, fig. 5.7). is in the top rankings regarding strategies about responsible internet and social media use, at grade 8 and 11 vocational, with between 47%- 66% students in schools where they are in place. Generally below average percentages of students in are in schools with change management programmes at all grades (main report, fig. 5.14) in the bottom three rankings at grade 4 and 11 general. ICT COORDINATOR At all grades except grade 4, there are many more students in schools with ICT coordinators in compared to the average situation (see Fig. 6.1). Fig. 6.1: Percentages of students in a school with ICT coordinator (all grades, and, 2011-12) grade 4 mean 52% 62% grade 8 80% 92% grade 11gen 68% 96% grade 11voc 70% 92% 0% 20% 40% 60% 80% 100% Compared to the situation at level (see Fig. 6.2), ICT coordinators in are more often rewarded for their support (except at grade 4), but they less often provide pedagogical support. Page 20

Fig. 6.2: Percentages of students in a school with ICT coordinator available full time, and/or rewarded and/or providing pedagogical support (all grades, and, 2011-12) grade 11voc grade 11gen grade 8 grade 4 51% 36% 38% 76% 56% 39% 57% 41% 80% 72% 71% 35% 72% 71% 43% 73% 64% 50% 56% 48% 80% 71% 64% 50% 0% 20% 40% 60% 80% 100% Providing pedagogical support Rewarded Available full time For further details please refer to Section 5 of the survey report. INCENTIVES Incentives of any type to reward teachers using ICT are rarely observed at grade 4 in, a grade where very few measures for supporting ICT use are identified. At the other grades, the use of incentives follows a similar pattern compared to the situation: additional training hours and equipment for the classroom are the most frequent measures; additional training hours are slightly more used at grade 8 and 11 in vocational education compared to the average. Reduction of teaching hours at grades 8 and 11 in vocational education is much more frequent compared to the average. There are no financial incentives used except at grade 11 in vocational education but to a limited extent. At this grade, the use of competitions and prizes is twice as frequent in compared to the situation. It seems that a larger margin of manoeuvre to implement a set of diversified rewarding measures is used in vocational education. Fig. 6.3a: Percentages of students in schools with incentives to reward teachers using ICT in T&L (grade 4; in % of students; and ; 2011-12) 13% Additional training hours 39% 16% Additional equipment 35% 4% Competitions and prizes 17% 2% Financial incentives 17% 11% Reduction of teaching 4% 0% 20% 40% 60% 80% 100% Page 21

Fig. 6.3b: grade 8 Additional training hours Additional equipment Competitions and prizes Financial incentives Reduction of teaching hours 28% 33% 12% 15% 1% 12% 18% 2% 47% 39% 0% 20% 40% 60% 80% 100% Fig. 6.3c: grade 11 gen. Additional training hours Additional equipment Competitions and prizes Financial incentives Reduction of teaching hours 19% 18% 0% 14% 2% 2% 35% 37% 34% 38% 0% 20% 40% 60% 80% 100% Fig. 6.3d: grade 11 voc. Additional training hours Additional equipment Competitions and prizes Financial incentives Reduction of teaching hours 32% 18% 13% 20% 22% 4% 52% 42% 40% 43% 0% 20% 40% 60% 80% 100% For further details please refer to Section 5 of the survey report. Page 22

7: CLUSTERS THE DIGITALLY SUPPORTIVE SCHOOL In, around 50% of students at grades 8 and 11 in vocational education are in a digitally supportive school (i.e. having strong concrete support measures for teachers to use ICT in teaching and learning), a higher proportion of students in vocational education compared to the average situation (see Fig. A). Conversely, the percentages of students in the same situation at grade 4 and 11 in general education is particularly low compared to the average, and the other grades at national level; in addition, very high percentages of students at these two grades are in schools with weak policy and weak support. This situation seems to suggest a stronger policy focus at school level to integrate ICT in teaching and learning in lower secondary and vocational education, as opposed to primary and upper secondary general education. Page 23

At grade 8 ranks above the average considering schools with strong policy and strong support (type 1) but almost half of students are in schools with weak support (type 3 and type 4). At grade 4 and 11 general ranks in the bottom two countries on type 1, but fifth at grade 11 vocational. Czech_Rep Slovenia Ireland Norway Malta Lithuania Bulgaria Slovakia Denmark Belgium Estonia Turkey Portugal Latvia Spain Sweden Finland Poland Hungary Romania Cyprus France Italy Greece Croatia 25 30 Fig. 7.1: Digitally supportive schools (% students, grade 8, and country level, 2011-12 25 21 0% 20% 40% 60% 80% 100% 16 17 31 34 School type 1 - Strong policy & strong support School type 2 - Weak policy & strong support School type 3 - Strong policy & weak support School type 4 - Weak policy & weak support DIGITALLY CONFIDENT AND SUPPORTIVE TEACHERS The concept of the digitally supportive teacher also emerged from a close analysis of the data. Such teachers have high confidence in and a positive attitude towards ICT and high access to ICT and low obstacles to using it. Teachers having high confidence in and a positive attitude towards ICT even seem to be able to overcome low access to ICT and high obstacles. Percentages of students taught by digitally supportive teachers are slightly higher in at grade 11 compared to the average; the situation in vocational education is even reinforced by a smaller percentage of students in schools with low teachers confidence/attitudes, low access and high obstacles (see Fig. B). Conversely, at grade 4, the percentage of students taught by digitally positive teachers is particularly low while the percentage taught by teachers with low confidence/attitudes, low access and high obstacles is very high. This seems to confirm a particularly weak situation in primary education concerning ICT use in teaching and learning, already suggested by the fact that less frequent digitally supportive schools are also encountered at this level. At all grades, a smaller proportion of students being taught by confident and positive teachers but with low access to ICT and facing high obstacles is observed in compared to the average situation. At all grades, except at grade 11 in general education, higher percentages of students are taught by teachers with low confidence/attitude even if high access and low obstacles. These two observations could reveal a particular issue in to develop teachers confidence and positive attitudes towards ICT use in teaching and learning and a specific need to focus policies in this area. Page 24

There is a high percentage of students at grade 8 compared to other countries in schools with type 1 teachers (fig. 7.2), but at grade 4 is among the bottom five countries, yet at grade 11 in the top ten (main report fig. 8.3). Fig. 7.2: Digitally supportive teachers (% students, grade 8, and country level, 2011-12) Ireland Portugal Slovenia Hungary Slovakia Spain Estonia Bulgaria Poland Norway France Turkey Lithuania Italy Czech_Rep Malta Latvia Denmark Belgium Romania Croatia Sweden Finland Cyprus Greece Luxembourg 25 23 20 35 31 20 22 Type 1 - high teachers confidence/ attitude & high access/low obstacles Type 2 - high teachers confidence/ attitude & low access/high obstacles Type 3 - low teachers confidence/ attitude & high access/low obstacles Type 4 - low teachers confidence/ attitude & low access/high obstacles 0% 20% 40% 60% 80% 100% Page 25

THE DIGITALLY SUPPORTIVE STUDENT A digitally supportive student being defined as having high ICT access and use at school and at home, the percentages of such students in is very close to the average situation at all grades, as can be seen in fig. C. Fig.C: Percentages of students by profile in terms of ICT use at home and at school (all grades, and, 2011-12) grade 11gen grade 8 grade 11voc 16% 54% 30% 31% 50% 19% 25% 38% 38% 36% 36% 28% 24% 56% 20% 29% 53% 18% 0% 20% 40% 60% 80% 100% Student profile 1 - High access/use at school & home Student profile 2 - Low access/use at school & high access/use at home student profile 3 - Low acess at school & home However on this measure, percentages of type 1 grade 8 students are the second lowest in Europe (fig. 7.3), and in the bottom five at grade 11 (main report fig. 8.5). Fig.7.3: Digitally supportive students (% students, grade 8, and country level, 2011-12) Denmark Turkey Lithuania Norway Latvia Poland Estonia Bulgaria Portugal Cyprus Slovakia Malta Hungary Czech_Rep Sweden Spain Greece Italy Romania France Croatia Slovenia Luxembourg Belgium Ireland Finland 16 31 54 0% 20% 40% 60% 80% 100% 50 30 19 Student profile 1 Student profile 2 Student profile 3 Page 26

THE DIGITALLY EQUIPPED SCHOOL A digitally equipped school is well equipped, has fast broadband (above 10mbps) and is connected (i.e. has at least one of these: a website, email for teachers and students, a local area network, a virtual learning environment). Analysis of the data revealed three clusters of schools according to these measures: Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels, fast broadband and relatively high connectedness Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow (less than 10mbps) or no broadband, and some connectedness Type 3: As type 2 but with no connectedness In over two out of three grade 11 students are in highly digitally equipped schools, well above the average, but only one in five grade 8 students are in such schools. There are fewer students in type 3 schools than the average, except at grade 4, and none at grade 11 general. Fig. D: Digitally equipped schools (in % students, and, 2011-12) Grade 11 voc Grade 11 gen Grade 8 Grade 4 24 19 37 27 50 71 55 66 68 77 48 56 44 39 27 34 6 2 5 0 8 4 15 17 0% 20% 40% 60% 80% 100% Type 1: Highly digitally equipped schools Type 2: Partially digitally equipped schools Type 3: Schools with low equipment levels, slow (less than 10mbps) or no broadband, and no connectedness Page 27

Fig. 7.4 shows how compares with other countries at grade 8 on this measure. Just below the average of students are in type 1 schools compared to other countries and very few are in type 2 relative to other countries. At grade 4 ranks in the middle and at grade 11 among the upper third group of countries (main report, fig. 1.13) Fig. 7.4: Digitally equipped schools (% students, grade 8, country and level, 2011-12) Finland Sweden Denmark Norway France Malta Portugal Latvia Spain Estonia Belgium Ireland Lithuania Bulgaria Croatia Cyprus Czech_Rep Greece Poland Hungary Slovenia Italy Romania Slovakia Turkey 0% 20% 40% 60% 80% 100% 24 19 68 77 8 4 Type 1 Type 2 Type 3 Page 28

CONCLUSION In terms of equipment, n students benefit from conditions better or at least comparable to the average situation concerning access to computers (except at grade 4), connectivity through fast broadband (except at grade 11 general), and connectedness measured through the existence of a school website or home page. As for frequency of use of technology, it is only in vocational schools that students experience conditions where both teachers and their own use of ICT is above averages. It is noticeable that teachers operational confidence in using ICT increases with the age of the students they teach, rising from slightly below the mean at grade 4 to well above at grade 11 vocational. Likewise, students confidence rises from slightly above the mean at grade 8 to well above at grade 11 vocational. Time spent on professional development in ICT generally rises with the age of students taught. The percentage of students in schools where teachers have undergone one to three days training is consistently above the mean, but the percentage in schools where teachers have had more than six days training in two years is below the mean at all levels, the younger the students the less the training. At all grades percentages for participation in online communities are below the mean. As for support measures for using ICT in teaching and learning, there are many more students in schools with ICT coordinators in compared to the average (except at grade 4). Incentives of any type to reward teachers using ICT are rarely observed at grade 4 in, a grade where very few measures for supporting ICT use at that grade are identified. Overall, more focus seems to be dedicated in to the ICT infrastructure and technical aspects compared to the use of ICT specifically in teaching and learning. There is a marked contrast between grade 4 where several values are below the mean and grade 11 vocational where most scores are above the average. Analysis of the findings in the Survey of Schools: ICT and education suggests a 5C approach to addressing issues identified in the survey: Capacity building, through sustained investment in teachers professional development Concrete support measures, accompanying specific policies at school level Combined policies and actions, in different policy areas within a systemic approach Country-specific support, addressing large differences and degrees of ICT provision and implementation Competences: these four actions directed at increasing effectively and dramatically young people s digital competence and the key competences described in the European framework. Page 29

ANNEX TABLES Note: For reasons of space, only selected country- data tables are shown here; those for allcountry charts (e.g. fig. 2.2) are available online. SE = Standard Error; w = insufficient data. Fig. 2.1 Computers per 100 students COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4 11.5 (0.6) 19.8 (1.4) 16.3 (2.6) 44.6 (4.4) 14.5 (0.7) 21.1 (1.2) 23.2 (7.7) 33.6 (10.6) Fig. 2.3 Broadband speed Level COUNTRY NoBroadband SE1 LessThan2 SE2 From2to5 SE3 From5to10 SE4 From10to30 1. Grade4 20.6% (5.8) 14.1% (4.5) 19.4% (4.9) 20.8% (5.2) 11.3% 8.0% (1.3) 16.5% (2.3) 21.4% (2.4) 22.1% (2.2) 19.5% 2. Grade8 1.9% (1.4) 9.2% (3.4) 18.4% (5.0) 24.7% (6.3) 21.2% 5.0% (0.8) 9.6% (1.3) 19.1% (2.3) 27.7% (2.4) 24.8% 3. Grade11gen 0.0% (0.0) 4.0% (2.9) 32.8% (10.0) 27.5% (11.6) 19.8% 3.7% (1.3) 6.2% (0.8) 18.0% (2.8) 23.2% (3.0) 25.4% 4. Grade11voc 1.9% (0.3) 4.6% (2.7) 6.6% (3.7) 18.3% (6.0) 25.8% 6.5% (1.8) 6.2% (1.3) 15.2% (3.0) 21.2% (2.6) 24.2% SE5 From30to100 SE6 MoreThan100 SE7 (3.8) 9.5% (4.7) 4.3% (2.2) (2.2) 8.6% (1.4) 4.0% (1.3) (5.3) 13.7% (4.4) 10.9% (4.3) (2.3) 8.6% (1.6) 5.2% (1.2) (8.3) 4.9% (3.7) 11.0% (5.9) (3.9) 13.3% (2.6) 10.3% (8.0) (6.4) 27.6% (6.9) 15.2% (4.8) (4.6) 15.7% (7.1) 10.9% (5.3) Fig. 2.5 Connectedness Level COUNTRY SchWebsite SE1 VLE SE2 NoConnect SE3 1. Grade4 77.6% (5.5) 21.7% (5.2) 16.9% (5.2) Page 30

Level COUNTRY SchWebsite SE1 VLE SE2 NoConnect SE3 69.7% (3.6) 26.8% (2.0) 15.9% (2.2) 2. Grade8 95.8% (2.2) 72.2% (5.8) 4.4% (2.2) 86.0% (1.6) 61.4% (3.0) 8.4% (1.2) 3. Grade11gen 100.0% (0.0) 97.2% (2.9) 0.0% (0.0) 91.7% (3.1) 61.0% (7.9) 7.0% (2.9) 4. Grade11voc 98.0% (1.4) 84.2% (5.4) 2.1% (1.5) 93.1% (1.8) 63.5% (4.7) 5.8% (1.6) Fig. 3.1 ICT equip use by teachers Level COUNTRY MoreThan75 SE1 From51to75 SE2 From25to50 SE3 From11to24 SE4 From6to10 SE5 1. Grade4 2.5% (1.5) 0.9% (0.1) 12.1% (4.2) 16.3% (4.9) 34.1% (5.9) 3.0% (0.4) 10.0% (2.4) 13.9% (1.4) 18.0% (1.8) 19.1% (2.1) 2. Grade8 6.2% (2.1) 2.7% (1.1) 12.0% (2.8) 25.1% (4.6) 27.3% (3.3) 7.4% (1.0) 6.8% (0.8) 14.7% (0.9) 20.7% (1.2) 18.9% (1.4) 3. Grade11gen 11.0% (3.9) 7.0% (2.5) 7.0% (2.6) 19.3% (5.3) 22.4% (6.9) 7.0% (1.0) 8.1% (1.4) 14.9% (1.4) 22.9% (3.8) 17.1% (1.8) 4. Grade11voc 25.5% (4.3) 12.2% (3.3) 22.0% (4.0) 19.1% (3.9) 16.3% (3.5) 19.3% (1.4) 12.1% (1.2) 16.8% (1.0) 19.3% (2.8) 13.2% (1.3) From1to5 SE6 LessThan1 SE7 DontKnow SE8 26.2% (5.4) 3.6% (2.1) 4.3% (2.2) 20.7% (2.7) 8.7% (1.4) 6.7% (1.4) 15.6% (3.0) 6.9% (2.4) 4.1% (1.8) 14.4% (1.0) 11.0% (1.0) 6.1% (0.8) 21.8% (4.2) 6.7% (4.7) 4.8% (3.1) 14.0% (1.5) 10.3% (1.4) 5.7% (0.9) 3.9% (1.7) 1.0% (0.8) 0.0% (0.0) 9.0% (1.5) 6.8% (1.1) 3.5% (0.5) Fig 3.2 Frequency of ICT use by teachers COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4 16.2% (4.6) 21.9% (3.6) 26.3% (6.7) 59.7% (5.0) 28.8% (2.6) 32.0% (1.6) 31.8% (1.8) 49.9% (2.1) Fig. 3.3 Using ICT equipment Level Country OwnMobPhone SE1 OwnLaptop SE2 SchoolComputer SE3 1. Grade8 37.1 (2.1) 6.0 (1.2) 40.1 (2.8) Page 31

Level Country OwnMobPhone SE1 OwnLaptop SE2 SchoolComputer SE3 28.0 (0.8) 11.2 (0.7) 53.3 (1.1) 2. Grade11gen 36.0 (3.2) 11.9 (5.6) 38.1 (4.7) 34.6 (1.3) 10.7 (1.1) 50.5 (1.5) 3. Grade11voc 54.1 (2.8) 37.1 (4.7) 75.5 (3.2) 45.6 (1.3) 15.5 (0.7) 64.3 (1.5) Fig. 4.1 Scales Teachers ICT skills Level COUNTRY SocialMediaSkills SE1 OperatSkills SE2 1. Grade4 1.96 (0.12) 2.91 (0.08) 2.41 (0.03) 2.98 (0.02) 2. Grade8 2.15 (0.10) 3.25 (0.06) 2.37 (0.04) 3.00 (0.03) 3. Grade11gen 2.35 (0.16) 3.32 (0.09) 2.38 (0.07) 3.01 (0.03) 4. Grade11voc 2.55 (0.09) 3.49 (0.05) 2.51 (0.03) 3.16 (0.02) Fig. 4.2 Scales Students ICT skills Level country SocialMediaSkills SE1 OperatSkills SE2 RespInternUse SE3 SafeInternUse SE4 1. Grade8 2.35 (0.04) 2.66 (0.04) 2.49 (0.04) 2.89 (0.04) 2.41 (0.02) 2.63 (0.02) 2.58 (0.02) 2.98 (0.02) 2. Grade11gen 2.76 (0.06) 3.07 (0.06) 2.97 (0.06) 3.24 (0.05) 2.78 (0.02) 2.88 (0.01) 2.93 (0.03) 3.16 (0.02) 3. Grade11voc 2.71 (0.04) 3.14 (0.04) 2.84 (0.05) 3.11 (0.06) 2.55 (0.02) 2.78 (0.02) 2.75 (0.02) 2.98 (0.02) Fig. 5.1 Time in professional development Level COUNTRY MoreThan6 SE1 From1to3 SE2 NoTime SE3 1. Grade4 20.6% (4.8) 19.7% (4.8) 20.9% (5.2) 47.5% (4.2) 19.4% (3.0) 11.9% (2.4) 2. Grade8 29.6% (4.3) 33.2% (3.8) 11.0% (2.8) 60.7% (1.6) 15.6% (1.0) 5.2% (0.5) 3. Grade11gen 37.0% (6.7) 33.0% (5.1) 12.5% (4.1) 44.7% (5.2) 23.1% (3.4) 11.0% (1.6) 4. Grade11voc 47.3% (4.3) 23.2% (3.4) 8.3% (2.9) 49.4% (3.2) 20.5% (3.0) 9.7% (1.6) Fig. 5.2 Type of training Page 32

Level COUNTRY OnlineComm SE1 ICTtraining SE2 PersonalLearning SE3 1. Grade4 15.9% (4.5) 20.3% (4.8) 40.7% (6.1) 25.4% (2.5) 40.3% (3.2) 70.0% (2.8) 2. Grade8 16.9% (2.9) 43.6% (4.7) 47.1% (4.1) 30.8% (1.6) 50.5% (1.7) 74.2% (1.3) 3. Grade11gen 12.1% (4.7) 44.8% (6.9) 57.8% (5.8) 28.0% (2.4) 43.5% (2.2) 71.7% (2.2) 4. Grade11voc 27.2% (3.7) 46.6% (5.2) 52.6% (4.5) 28.2% (1.5) 41.4% (3.6) 70.8% (1.5) Fig. 6.1 ICT Coordinator COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4 51.7% (6.2) 92.4% (3.2) 96.5% (2.6) 92.2% (3.8) 62.0% (3.6) 79.6% (1.9) 67.7% (4.8) 69.7% (3.5) Fig6.2 Type of ICT coordinator Level COUNTRY AvailFullTime SE1 Rewarded SE2 ProvPedSupport SE3 1. Grade4 37.6% (9.5) 36.5% (9.1) 50.9% (9.6) 39.3% (3.0) 56.5% (3.0) 75.9% (2.3) 2. Grade8 41.4% (6.9) 80.0% (5.1) 57.4% (7.1) 34.8% (2.9) 70.6% (2.4) 72.5% (2.5) 3. Grade11gen 43.5% (11.7) 70.7% (9.9) 71.9% (10.9) 49.6% (6.9) 63.6% (7.7) 73.4% (4.2) 4. Grade11voc 48.5% (7.8) 80.0% (5.9) 56.5% (7.8) 49.7% (3.3) 63.6% (4.6) 71.5% (3.9) Fig6.3 Incentives Level COUNTRY TrainingHours SE1 Equipment SE2 Competitions SE3 FinancialInc SE4 ReductionHours SE5 Other SE6 1. Grade4 13.0% (4.1) 16.0% (4.2) 4.5% (2.2) 2.2% (1.6) 10.9% (3.6) 4.3% (3.1) 30.1% (4.5) 26.6% (3.8) 12.9% (2.4) 13.0% (2.1) 2.9% (0.6) 12.8% (2.3) 2. Grade8 47.3% (6.6) 27.9% (5.4) 12.1% (3.7) 0.8% (0.1) 18.1% (5.2) 11.5% (4.5) 34.1% (2.6) 33.6% (1.9) 13.3% (1.6) 10.0% (1.0) 1.5% (0.4) 14.8% (1.8) 3. Grade11gen 35.5% (9.7) 35.5% (10.0) 19.1% (7.3) 0.0% (0.0) 1.8% (0.4) 20.7% (7.9) 36.9% (9.1) 37.7% (3.5) 17.6% (4.4) 14.3% (2.8) 1.7% (0.7) 15.3% (5.0) 4. Grade11voc 52.0% (7.2) 40.0% (7.1) 31.8% (6.7) 13.1% (5.0) 21.8% (6.2) 12.1% (5.2) 41.6% (8.1) 43.4% (7.7) 17.8% (4.2) 19.4% (4.9) 4.3% (1.3) 18.7% (4.5) Fig. A Digitally supportive schools Page 33

Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 Type4 SE4 1. Grade4 8 (3.05) 19 (4.68) 3 (2.12) 70 (5.49) 31 (2.70) 17 (3.17) 22 (2.53) 31 (2.98) 2. Grade8 30 (6.20) 21 (5.36) 17 (4.91) 31 (5.79) 25 (1.91) 25 (2.20) 16 (1.83) 34 (2.15) 3. Grade11gen 10 (5.85) 12 (6.16) 14 (7.10) 63 (9.96) 26 (2.28) 15 (8.69) 25 (3.74) 34 (5.30) 4. Grade11voc 36 (6.99) 17 (4.90) 24 (6.15) 23 (6.03) 25 (3.12) 7 (2.21) 34 (7.50) 34 (8.58) Fig. B Digitally supportive teachers Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 Type4 SE4 1. Grade4 5 (2.19) 19 (4.92) 32 (5.68) 44 (6.20) 18 (2.02) 33 (2.95) 25 (2.33) 24 (2.64) 2. Grade8 25 (4.60) 20 (3.24) 35 (3.95) 20 (3.94) 23 (1.43) 31 (1.27) 24 (1.52) 22 (1.17) 3. Grade11gen 38 (6.37) 21 (5.98) 23 (6.20) 18 (6.30) 28 (2.41) 27 (2.68) 26 (1.65) 19 (1.67) 4. Grade11voc 34 (4.43) 14 (4.01) 35 (4.08) 17 (4.09) 25 (1.49) 20 (2.69) 26 (2.83) 28 (1.67) Fig. C Digitally supportive students Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 1. Grade8 16 (1.57) 54 (2.23) 30 (2.31) 31 (1.00) 50 (0.85) 19 (0.67) 2. Grade11gen 25 (4.21) 38 (3.12) 38 (3.55) 36 (1.18) 36 (1.00) 28 (1.47) 3. Grade11voc 24 (2.69) 56 (2.66) 20 (2.80) 29 (1.60) 53 (1.03) 18 (1.37) Fig. D Digitally equipped Schools Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 1. Grade4 27 (5.30) 56 (6.17) 17 (5.03) 37 (4.43) 48 (4.15) 15 (2.12) 2. Grade8 77 (5.31) 19 (5.02) 4 (2.17) 68 (2.87) 24 (3.31) 8 (1.16) 3. Grade11gen 66 (10.62) 34 (10.62) 0 (0.0) 55 (12.27) 39 (10.34) 5 (2.06) Page 34

Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 4. Grade11voc 2 (1.44) 71 (6.45) 27 (6.37) 6 (1.88) 50 (13.83) 44 (12.07) NOTES 1. mean. In this report, mean refers to the weighted average for the 27 countries in the survey (27 without Germany, Netherlands and the United Kingdom, Croatia, Norway and Turkey). 2. Computer ratios. Any slight discrepancy between values in the tables is explained by the slightly different method of calculation used. For further information please refer to the Technical Report. 3. Confidence. Teachers and students were asked to rate their level of confidence in their ability to perform ICT related tasks according to a scale ranging from not at all to a lot. By subjecting the data to factorial analysis four scales emerged from the list of items. These included operational skills and social media skills and two additional scales related to students ability to use the internet safely and responsibly. For a detailed definition of these skills, please refer to section 4 of the survey report. 4. Excluded countries. Where there is insufficient data, results for these countries are excluded. 5. Participation. For the Survey of Schools: ICT and Education, 300 schools in were selected at random at each of four levels (grade 4, 8, 11 general and 11 vocational) and invited to participate in the survey. In participation levels 6, as seen below, are below the mean but at all grades except grade 11 general are above the 20% threshold below which results are not reported. At this grade the number of participating schools is more than 40, defined as the second threshold, and for this reason, data have been taken into account and analysed. mean here refers to all 31 countries in the survey. Participation rates (% of sampled schools with at least one questionnaire completed, all grades, /. 2011-12) Grade 4 Grade 8 Grade 11 gen Grade 11 voc 36 37 34 40 15 35 27 36 0 20 40 60 80 100 mean 6 Participation is defined as at least one teacher, principal or student having completed a questionnaire. Page 35