meD8 Publications

dICTatEd: Should ICT be an essential component of higher education?
by Peter Twining, March 2004, meD8-04-01
This report provides an analysis of responses to the question 'Should ICT be an essential component of higher education'. These 2262 responses were submitted on-line to the dICTatEd questionnaire between the 28th January and 30th June 2003. The report includes a breakdown of these responses in terms of respondent group, gender, country, age, main role, and specialism.
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dICTated - Discussing ICT, Aspirations & Targets for Education: Interim analysis
by Peter Twining, March 2003, meD8 03-01
This interim report provides a provisional and largely descriptive analysis of the responses to the dICTatEd quick questionnaire on ICT in education (http://www.meD8.info/qqa). At the point of writing the report there had been just over 1000 responses to the questionnaire. The report includes a two page executive summary.

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Enhancing the impact of investments in 'educational' ICT
by Peter Twining, November 2002
There has been a substantial level of investment in ICT in education over the last thirty years,
but it has failed to have a proportionately large impact on learning. The purpose of this research
was to identify ways of enhancing the impact of future investments in ICT in education. A
proposition about one way to do this emerged from the literature. Empirical examination of this
proposition highlighted deficiencies in the model and suggested that developing a framework for
describing computer use in education would be a more productive approach. Existing frameworks
were examined in the light of the data from the first three case studies, revealing significant
weaknesses with them. This analysis resulted in the development of a set of criteria for
evaluating frameworks for describing computer use in education. A new framework, the
Computer Practice Framework (CPF), was then devised, based on key dimensions evident within
the first three case studies. The CPF was evaluated against the criteria through further
fieldwork in schools and higher education. This led to the refinement of the CPF and indicated
that using it as a conceptual framework for thinking about computer use in education could help
to create shared visions of the purposes underpinning investments in computer use in education.
Using the CPF to support vision building, school development, curriculum planning,
communication and shared understandings can enhance the likelihood of such investments
having their intended impacts. The development of the CPF thus represents an original
contribution to the field, which has the potential to enhance the impact of investments in ICT
in education.
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ICT in Schools: Estimating the level of investment
by Peter Twining, April 2002, meD8 02-01
This report provides evidence of the level of investment in ICT in primary and secondary
schools in a range of countries around the world. The indicators of investment used
include: the amount of money spent; the student to computer ratio; and the percentage
of schools connected to the Internet. The main focus of the report is on England and
the USA. For each of these countries data from a number of separate sources are
compared. The data for English schools is compared with the data from schools in the
USA, other EU countries and a range of other 'developed' countries around the world.
The report concludes that there has been a substantial level of investment in ICT in
English schools over at least the last 20 years. This reflects the pattern in the USA and
other 'developed' countries.
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This page was last updated on the 31st March 2004