Suchergebnisse

The study examines the importance of ICT culture in schools for the integrative use of information and communication technologies (ICT) in teaching. Schools with above-average computer infrastructure (high-tech schools) were examined to see whether differences in the frequency and versatility of ICT use in class could be observed due to the different ICT cultures.
20 schools with the best technical equipment (10 primary schools and 10 lower secondary schools) were included in the study by means of guided interviews and questionnaire surveys. The questionnaire surveys covered 20 ICT managers, 270 teachers and 679 pupils.

The study examines the importance of ICT culture in schools for the integrative use of information and communication technologies (ICT) in teaching. Schools with above-average computer infrastructure (high-tech schools) were examined to see whether differences in the frequency and versatility of ICT use in class could be observed due to the different ICT cultures.
20 schools with the best technical equipment (10 primary schools and 10 lower secondary schools) were included in the study by means of guided interviews and questionnaire surveys. The questionnaire surveys covered 20 ICT managers, 270 teachers and 679 pupils.

The study examines the importance of ICT culture in schools for the integrative use of information and communication technologies (ICT) in teaching. Schools with above-average computer infrastructure (high-tech schools) were examined to see whether differences in the frequency and versatility of ICT use in class could be observed due to the different ICT cultures.
20 schools with the best technical equipment (10 primary schools and 10 lower secondary schools) were included in the study by means of guided interviews and questionnaire surveys. The questionnaire surveys covered 20 ICT managers, 270 teachers and 679 pupils.

The study examines the importance of ICT culture in schools for the integrative use of information and communication technologies (ICT) in teaching. Schools with above-average computer infrastructure (high-tech schools) were examined to see whether differences in the frequency and versatility of ICT use in class could be observed due to the different ICT cultures.
20 schools with the best technical equipment (10 primary schools and 10 lower secondary schools) were included in the study by means of guided interviews and questionnaire surveys. The questionnaire surveys covered 20 ICT managers, 270 teachers and 679 pupils.