Il faut signaler l’étude STEPS sur l’impacte des TICE sur les écoles primaires en Europe, financé et produit par la commission européenne :
“The Study of the impact of technology in primary schools (STEPS) provides the most detailed picture yet of national ICT strategies and their impact in primary schools in the 27 countries of the European Union, as well as in Liechtenstein, Iceland and Norway. Funded by the European Commission, this landmark study of ICT in Europe’s 209,000 primary schools was undertaken by European Schoolnet (EUN) and empirica GmbH, with the support of national correspondents, researchers, policy-makers, teachers and pupils in 30 countries. The study includes an analysis of interviews with 18,000 primary school teachers and head teachers, a review of relevant research in Europe (amounting to 60 research studies published in 22 countries), a survey of policy makers in 30 Ministries of Education on national ICT policies, 25 case studies of good practice and 30 country briefs. The study presents baseline data on 30 national primary education systems and their ICT strategies, and investigates the impact of ICT in three key areas of the education system: learners and learning, teachers and teaching and the school as a whole. The evidence shows that ICT related strategies at national, regional and local level have resulted in: Increased access to and use of ICT in primary schools; ICT-supported learning and ICT-enabled wider educational goals; Higher levels of teacher and learner motivation, leading to competence development and an engagement with lifelong learning; First steps towards systemic change and modernisation of planning.
The evidence shows that ICT related strategies at national, regional and local level have resulted in:
Increased access to and use of ICT in primary schools;
ICT-supported learning and ICT-enabled wider educational goals;
Higher levels of teacher and learner motivation, leading to competence development and an engagement with lifelong learning;
First steps towards systemic change and modernisation of planning.
Thirty country briefs were produced, each about eight pages, giving a succinct overview of the STEPS results for each country in a standard format. Each country brief contains a summary of ICT policy and initiatives in primary schools based on the policy survey, an analysis of the LearnInd data for that country, a summary of the results from national research, and descriptions of good practice in the country and the teachers’ view of the enablers, inhibitors and challenges behind them.
A fascinating set of 25 STEPS case studies has been produced describing good practices and the factors behind them in 14 countries, ranging from Romania to Portugal, Finland to Slovenia, large urban schools to isolated village schools.”
Voici les études de cas pour la France:
Les résultats de ces études sont à comparer avec ceux menés dans une école britannique : non seulement en ce qui concerne la typologie (bien diversifiée, souvent portable) et la quantité d’équipements, mais aussi l’attitude des enseignants, la présence d’une politique TICE au niveau de l’école, avec réunions hebdomadaires de tous les enseignants pour se concerter, sans possibilité de ne pas participer au programme, avec un directeur qui est en même temps formateur, avec des visites régulières dans d’autres écoles et une réunion mensuelle avec d’autres écoles pour s’inspirer, apprendre de nouveaux usages, mais aussi avec un plan de dépannage (contrats avec techniciens qui interviennent sur une base régulière), et une réelle implication des parents
ou à comparer avec une école en Swède:
“One of these ongoing themes at the moment is a „Swedish Eurovision Song Contest‟. By typing „YouYube‟ (a difficult for Swedish children to spell) the children enter the world of the internet and watch, read about, and listen to their idols. They grab microphones, sing and dance in a big crowd in interaction with each other and the artists in the movies on the screen. Every child works with books about these idols, they print out pictures and write spontaneously about the singers and their performances. Spelling or grammar is not important in this stage, only joy and self-confidence. The urge to write spreads through the group and even the most timid child is dragged into the activities due to the other children‟s enthusiasm and the teachers‟ supportive attention. When describing their educational attitude the teachers emphasise the concern of bringing children‟s everyday experiences into the pre-school and to find opportunities in their play which invite the children to take part in learning processes. The teachers mention the Swedish curriculum as the most important instrument for steering the educational process. The curriculum is very short, 15 pages, and gives guidance instead of detailed directions. The pre-school teachers and the pedagogues in the after-school centre are well educated, with four years‟ university based studies and they have the freedom to direct their own work within the framework of the curriculum. Their educational standpoint, to try to take part in the children‟s engagement in media, is a basis for the fruitful use of ICT. ”
Et voici enfin le lien au résumé des résultats généraux:
“The report concludes with recommendations to policy-makers, schools and researchers. Ministries of Education are urged to increase, improve and diversify teacher education and support head teachers as leaders of change; to build ICT into general educational policies, emphasising the pedagogical dimension; and to ensure access to high quality equipment and digital learning resources. Primary schools should capitalise on learners’ ICT competence, strengthen the pedagogical use of ICT, develop an open knowledge-sharing culture with external stakeholders, and exploit the potential of ICT as a catalyst for change and tool through which to fulfil educational goals. Research should exploit innovative methods to assess ICT impact and shift the research focus towards the learner and the school. It is recommended to establish a long term and continuous monitoring system at European level on the impact of ICT in schools, by developing a toolkit for indicator use by schools, researchers and policy-makers, to achieve greater consistency across countries.”