Pedro Abrantes, Nuno de Almeida Alves, Paulo Coelho Dias y Carla Rodrigues: ICT …[RASE vol. 6, núm. 2: 259-273]
more than 12 students per computer (C, D, E, H, I). This suggests uneven ICT-related educational opportunities.It is useful to note that some schools have many interactive whiteboards and projectors and few computers (e.g., cases H & I), while the opposite is true in other schools (e.g., case B). Table 2. ICT resources by school
Internet School
Computers
Connections
Interactive Printers
Scanners
boards
Projectors
N
R
N
R
N
R
N
R
N
R
N
R
A
238
4.4
238
4.4
26
40
6
175
15
70
45
23
B
220
5.7
220
5.7
10
126
5
252
1
1260
7
180
C
223
5.8
75
17.3
6
217
2
650
17
76
23
57
D
151
11.5
123
14.1
28
62
3
578
2
867
13
133
E
93
18.7
90
19.3
2
870
1
1740
11
158
22
79
F
160
7.5
160
7.5
10
120
6
200
13
92
50
24
G
400
4.0
380
4.2
20
81
5
322
25
64
60
27
H
238
7.6
116
15.5
10
180
4
450
26
69
45
40
I
187
6.3
96
12.3
8
148
1
1185
17
70
60
20
J
206
4.9
201
5.0
19
53
3
335
21
48
46
22
K
121
7.6
121
7.6
5
183
1
916
3
305
38
24
L
270
4.5
270
4.5
9
136
5
244
18
68
45
27
Av
209
6.3
174
7.6
13
101
4
330
14
94
38
35
Most of these computers were less than three years old (71 per cent), although there is also a significant inequality in “technological age”: in some schools (B, D & E) the rate is lower than 50 per cent. Furthermore, in some schools (e.g., F & K) more than 20 per cent of computers are laptops, whichallowmore diversified and flexible usage, although the rate for most schoolsremains below 10 per cent. All schools offer Wireless connection (except school C), most have all their computers connected to a local network, and work simultaneously with cable and optical fibre connections. All schools use Microsoft operating systems and basic applications, but seven out of 12 also use Open Source solutions (A, B, F, H, I, J, K). All of them use specific educational software, except schools C, F & I. According to the survey, computers are often placed in ICT labs (35 per cent) and classrooms (18 per cent), while others are located in administrative offices (11 per cent), teachers’ rooms (11 per cent) and libraries (8 per cent), and the laptops are usually assigned to teachers for class work, by prior reservation. However, ICT management strategies are highly diversified. While some schools emphasize flexible use of computers by different actors (D, H, L), others earmark most computers for student use (C, G, K) and yet others for the work of teachers (A, B, F, J). In most schools (eight out of 12), teachers are in charge of ICT coordination and maintenance,usually on a part-time basis, although one school has a full-time ICT coordinator (J), and three have no formal ICT coordinator (B, C, I).
rase
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