Students' ICTs competences & social network

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Questionnaire on Studens' ICT competences

One of the tasks scheduled in the Comenius Programme School 4.0 the future was to retrieve information about the students’ skills on Information and Communication Technologies (ICTs). This issue is related with the Project Objectives and Strategy, according to objective “develop the students critical awareness in regards to technology and its use” and the challenges 1.a “Students´ use technology for information search without critical awareness” and 1.d “Make students reflect on the future classroom and the use of technology as a helpful resource”. So it is very important to get first hand data on students’ ICT competences and how are the students using the technology.

Adell (1998) indicated that ICTs are having a great impact on companies, institutions and people. This impact results in a set of far-reaching changes that our society is undergoing in recent years. So, in this sense, several authors like Adell (1998) or Castells (2006) suggested that we are changing from a society based on production and distribution of goods to a society based on knowledge and information management, known as “Network Society”.

The network society needs people who have computer skills, and be able to communicate and interact in this new society. Moreover, the lack of these skills could cause a digital divide which acts as an exclusion factor among citizens who have these skills and those without them. Thus, School must promote ways that allow student to develop these competences, what will result in an improvement in the educational quality.

Improving the educational quality, would imply the revision of the educational teaching and learning models (Biggs, 2001), changing the student role from passive listener to active participant, as main protagonist of this new paradigm. Furthermore, in this framework we should also consider not only the contents but the abilities and general skills, which comprise the competences acquired by the students.

Thus, the incorporation of ICTs in educational environments as a source of innovation and improvement is a reality, which has brought new educational paradigms focus on learning (Salinas, 2004), whose purpose is to obtain better results using the same resources (Fidalgo, 2007). Cuban (2001) indicated that access to equipment and software seldom led to teacher and student to improve its use

According to the main ideas showed, the aim of the present questionnaire was to retrieve information on students’ ICT equipment and its usage at school and at home.