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Average number of computers used for teaching per student in public primary schools in regions participating in Escuela 2.0 compared to Madrid. Source: Own elaboration based on data from the Spanish Ministry of Education.
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Over the last few decades, public programs have driven the gradual adoption of information and communication technologies (ICTs) in education. The most ambitious project in Spain so far was Escuela 2.0, which provided students from the regions that opted into the program with laptops. The objective of this paper is to evaluate the impact of this pr...
Citations
... where the government provided one laptop per child (Program Escuela2.0: One laptop per child) (Feliciano et al., 2021;Mora et al., 2018). Additionally, ESCS also significantly influences Indonesian students' PISA scores positively. ...
Education plays a pivotal role in national development, and assessing its quality is crucial. One widely recognized international assessment is the OECD's PISA, which evaluates mathematics, science, and reading abilities among 15-year-old students globally. In 2018, Indonesian students scored below the OECD average, highlighting deficiencies in the education system. This study investigates the determinants influencing Indonesian students' PISA scores using 2018 data. Multiple linear regression is employed to analyze three models: mathematics, science, and reading scores as dependent variables. Independent variables include age, gender, study time in mathematics, science, and reading, economic, social, and cultural status, family wealth, home ICT ownership, teacher feedback, and school discrimination perception. The findings reveal varying influences on PISA scores across domains: age does not affect mathematics scores, gender does not affect science scores, and all variables significantly impact reading ability scores at the 5% confidence level.
... Podle analýz výzkumů realizovaných v regionech Španělska, v souvislosti s aplikací programu ICT výuky Escuela 2.0, došlo při zapojení ICT ke snížení výsledků žáků oproti očekávanému zlepšení (Feliciano, López-Torres, & Santín, 2021). Autoři na základě výsledků studie navrhují řadu doporučení při realizaci vzdělávacích programů, jako je Escuela 2.0. ...
Studie se věnuje především otázce financování informačních a digitálních technologií v mateřských, základních a středních školách a v ZUŠ. Představuje variabilitu zdrojů a objemu financování a zabývá se jeho udržitelností. Dílčím způsobem sleduje také využívání digitální infrastruktury (DI) ve výuce a její zázemí v rámci regionálního školství. S ohledem na bouřlivý vývoj, kterým vybavení škol prošlo v krátkém čase pod tlakem pandemie a nutnosti přechodu na distanční výuku, a značné investice vynaložené na rychlé dovybavení škol počítačovou a komunikační technikou jsme se soustředili na dvě hlavní výzkumné otázky: Jaké jsou výhledy udržitelnosti této změny do budoucna a úspěšného prosazení digitálně podporované výuky bez krizových tlaků a otřesů distanční výuky? Jak plánují školy obměnu informačních a komunikačních technologií (ICT), její zvládnutí ve výuce a financování?
... where x max = 16 is the maximum achievable score of the math test (Appendix A). The results are shown in Figure 2. The data show that only providing access to ICT tools (a specialized math software in our case) for individual use is not sufficient for improving students' knowledge levels, as stated by [32]. Moreover, based on the above quantitative analysis, it was concluded that the most efficient teaching and learning method was a mix of traditional and ICT tools, as applied to experimental group 2. This supports the innovativeness and the sustainability of the transfer of math knowledge. ...
The rapid changes in information and communication technology (ICT), the increasing availability of processing power, and the complexity of mathematical software demand a radical re-thinking of science, technology, engineering, arts, and mathematics (STEAM), as well as mathematics education. In the transition to technology-based classrooms, the constant use of educational software is a requirement for sustainable STEAM and mathematics education. This software supports a collaborative and actionable learning environment, develops 21st-century skills, and promotes the adoption of active and innovative methodologies. This paper focuses on learning and teaching mathematics and analyzes the role and utility of ICT tools in education as computer algebra systems (CAS) and dynamic geometry systems (DGS) in implementing active and innovative teaching methodologies related to sustainable STEAM education. Likewise, it highlights the necessity for learners to have extensive knowledge of mathematical theory, an essential asset to ensure the reliable and effective use of mathematical software. Through a practical experiment, this study aims to highlight that a mixed teaching method can significantly improve the sustainability of math knowledge. It provides various solid examples of CAS and DGS applications to emphasize its usage rooted in a mathematical background to enable learners to identify when the computer solution is unreliable. The study highlights that the proper use of CAS and DGS is an efficient method of deepening our understanding of mathematical notions and solving tasks in STEAM subjects and real-life applications. This paper’s goal is to direct our attention to the proper and intelligent use of computer tools, especially symbolic calculators, such as CAS and DGS, without providing an in-depth analysis of the challenges of these technologies. The outcomes of the paper should offer educators and learners new elements of active strategies and innovative learning models that can be immediately applied in education.
... Likewise, Anghel et al. (2016) evaluated the introduction of bilingual education in a group of public primary schools in the region of Madrid concluding that the programme had a strong negative effect on general knowledge subjects taught in English but not in Mathematics and Reading taught in Spanish. In the same vein, Feliciano et al. (2021) examine the impact of Escuela 2.0, a one laptop per child programme developed in Spain between the academic years 2009-10 and 2011-12, on PISA test scores concluding that on average there was a 2.9% performance fall across all regions that applied this programme. ...
During the global economic crisis, unemployment rates increased dramatically across Europe, especially among the least educated population groups. The picture in Spain in 2012, with unemployment rates running at over 20% and youth employment close to 45%, was discouraging. In face of this situation, the Spanish autonomous government of Extremadura launched a programme specifically aimed at motivating unemployed individuals without a school degree to return to education and earn the compulsory secondary education diploma. This paper applies a fuzzy regression discontinuity design to evaluate the impact of this conditional cash transfer programme using administrative data. The results show that the programme did not increase the likelihood of earning the lower secondary education diploma. This finding is a caveat emptor for governments considering similar policies, and remarks again the importance of testing innovations before generalization.
