Educational change through technology: A challenge for obligatory schooling in Europe

Abstract

This paper explores the gap between the innovative potential of technologies and their current use in classrooms in Europe. It argues that although significant progress has been made in implementing technologies in schools, ICT is still mainly used by teachers and students outside the school environment. The empirical basis of these findings come from a 2009 online survey with 7,659 primary and secondary school teachers, and from 80 interviews with educational stakeholders. Almost all the teachers surveyed are positive about the potential of ICT for learning and are using the internet as a resource for information and preparing lessons. The use of ICT in the classroom is less widespread. Few of the teachers surveyed recognized the benefits of interactive and collaborative technologies for learning. In addition, digital games and mobile phones are widely underestimated. These findings contrast with the potential of technologies to transform educational practices. © 2011 Springer-Verlag Berlin Heidelberg.