Studying ICT in education is not a new field, although not every topic involved in their application has been reviewed and investigate with the same profusion. There are studies about: a)tools and elements in a technological way, b)the level of generalization and use of certain supports, c)the efficiency of certain programs like, for example 1x1 program (1 student per computer); d) barriers and difficulties in ICT generalization, e) effects in certain kind of population, etc.
In a research field more focused on teachers, the most common topic is analyse the use of ICT in their teacher perspectives and in how this affects to academic results (from the teacher’s point of view); also, there are lots of studies developed about the topic of uses and abuses and bad uses of ICT; however, it is not very common analysing the impact of integrating ICT in the class organization (all dimensions, equipment and functional resources, etc.), neither relevant studies about effect of social networks or impact of social networks in education. This last one, more logical in Secondary Education, needs to be centered in how teachers might have changed their performance because of social networks: bringing in new tools, changes in the concept of privacy, rules about their use in class or their use for studying, for example.
The present study has as a main purpose evaluating the impact of new technologies in class of Spanish educational centres in a compulsory level. Specifically, the main goals and research questions are: (1) Analysing the impact of ICT in teachers in compulsory education; (2) Analysing the impact of ICT in students in compulsory education; (3) Analysing the impact of ICT in different contexts that surround compulsory education.
The field study will be developed in four areas of Spain (North, South, East and Center) and ten autonomous communities, which will allow us to obtain significant data from different realities. We will focus on Compulsory Education which is constituted by Primary Education (from 6 to 12 y/o) and Compulsory Secondary Education (from 12 to 16 y/o). The simple process will be done reckoning center typology (ownership) and selecting schools and high school both private and public. To do this, we will have the support and implication of researchers from 8 universities, coordinated from Autonomous University of Barcelona.
Diego Castro (UAB, Coord.), Joaquín Gairín (UAB, coordinator), Cristina Mercader (UAB), Josep Maria Silva (UAB), Edgardo Astete (UAB)