az ikt szerepe a kompetencia alapú oktatásban
DESCRIPTION
Az IKT szerepe a kompetencia alapú oktatásban. Number of students. Number of computers. THE EDUCATION INFRASTURCTURE IN HUNGARY I. The number of personal computers and users in educational institutions 2008/2009. 2007. 2008. The penetration of laptops (%). - PowerPoint PPT PresentationTRANSCRIPT
Az IKT szerepe a kompetencia alapú oktatásban
THE EDUCATION INFRASTURCTURE IN HUNGARY I.
The number of personal computers and users in educational institutions
2008/2009
Number of computers
Number of students
5 342
20 253
1 968
16 966
537 823
101 042
6 918
232 682
321 819
32 407
66 071
62 587
84 851
190 228
0 100 000 200 000 300 000 400 000 500 000 600 000
Kindergartens
Primary (general) schools
Vocational schools
Special vocational schools
Secondarygeneral schools
Secondaryvocational schools
Tertiary education
The penetration of laptops (%)
The proportion of laptopos related to all PC’s (%)
0%
20%
40%
60%
80%
100%
educational institutions central budgetinstitutions
local governmentinstitutions
public healthinstitutions
0%2%4%6%8%
10%12%14%
educationalinstitutions
central budgetinstitutions
local governmentinstitutions
public healthinstitutions
2007
2008
Interactive whiteboards (about 3800)
Digital „serving trolley (in every high school)
SULINET Digital Knowledge Base
THE EDUCATION INFRASTURCTURE IN HUNGARY II.
NEMZETKÖZI MUTATÓKEuropean (full population) digital literacy by COQ index
EU15 average: 0,81Hungary average: 0,3
Students without ICT skills
EU25 average: 4 Hungary average: 19
INTERNATIONAL INDICATORS
12,5%
12,5%
62,5%
50%
62,5%
87,5%
87,5%
87,5%
50%
12,5%
37,5%
37,5%
0,0% 20,0% 40,0% 60,0% 80,0% 100,0%
There is a significantdifference between quality of educationof higher education
institutes.
Graduated studentsare not practiceoriented and not
(work) experienced.
Graduated studentshave no suitableforeign language
knowledge.
Colleges give morepractical knowledge.
Excellent ICT competencies.
Graduated studentshave the newestknowledge andcompetences.
A FELSŐOKTATÁS MINŐSÉGÉNEK MEGÍTÉLÉSE
Digital literacy (young persons, under 24 year)
EU15 average: 0,8Hungary average: 0,3
ESTIMATING ICT IN HIGHER EDUCATION
Don’t agreeAgree
ICT IN EDUCATION
Teachers, who use the internet in education
Qualified ICT professionals2003/2004
2008/2009
1 660
22 351
407
9 143 9 28811 339
123
4 4085 854
8 3329 716
2 869
0
10 000
20 000
30 000
Primary (general)schools
Vocationalschools
Special vocational
schools
Secondarygeneralschools
Secondaryvocational
schools
Tertiary education
1 775
5 548
32 319
3982 055
6 635
22 038
188 1 820
8 4737 382
2 958
0
10 000
20 000
30 000
40 000
Primary (general)schools
Vocationalschools
Special vocational
schools
Secondarygeneralschools
Secondaryvocational
schools
Tertiary education
Qualified ICT professionals
INTÉZMÉNYI TÖREKVÉSEK ÉS MUTATÓKELE SUPPORT IN EKC
12,50%
14,06%
20,31%
68,70%
87,50%
78,13%
0% 20% 40% 60% 80% 100%
eContenet in an LMS (Moodle)
Off-line econtent (CD-ROM; DVD-ROM)
Weblink database
Printable, edited documents
Scheduled tasks sending by email
eContent of professors website
MODERN INFORMATION AND COMMUNICATION TECHNOLOGY
( ICT )
TEACHER TRAINING PROGRAMS IN THE THREE CYCLES
Az IKT szerepe a
kompetencia alapú
oktatásban
Információ és társadalom A tanári mesterség IKT alapjaiElektronikus tanulási környezetekMéréses módszerek a pedagógiai kutatásokbanTudásbázisok alkalmazása különböző szaktárgyakban
SUMMARYÖSSZEGEZVE
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Az IKT szerepe a
kompetencia alapú
oktatásban
Köszönöm a figyelmet!