The Study of the impact of technology in primary schools (STEPS) provides the most detailed picture yet of national ICT strategies and their impact in primary schools in the 27 countries of the European Union, as well as in Liechtenstein, Iceland and Norway.
The study includes an analysis of interviews with 18,000 primary school teachers and head teachers, a review of relevant research in Europe (amounting to 60 research studies published in 22 countries), a survey of policy makers in 30 Ministries of Education on national ICT policies, 25 case studies of good practice and 30 country briefs.
The study presents baseline data on 30 national primary education systems and their ICT strategies, and investigates the impact of ICT in three key areas of the education system: learners and learning, teachers and teaching and the school as a whole.
The evidence shows that ICT related strategies at national, regional and local level have resulted in:
Increased access to and use of ICT in primary schools;
ICT-supported learning and ICT-enabled wider educational goals;
Higher levels of teacher and learner motivation, leading to competence development and an engagement with lifelong learning;
First steps towards systemic change and modernisation of planning.