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Microsoft Partners in Learning Research:

INFORMATION COMMUNICATION

TECHNOLOGIES

DEVELOPMENT IN EDUCATION

IN THE BALTIC COUNTRIES

(2004-2005)

RESEARCH RESULTS

Research conducted

by:

„Latvian Facts”

and

The Social Research Laboratory at the Kaunas University of Technology in Lithuania

Research financed by:

Research supported

by:

Centre of Information Technologies of the Ministry of Education and Science of the Republic of Lithuania

Ministry of Education and Science of the Republic of Latvia

Secretariat of Minister of special tasks on Electronic

management matters of the Republic of Latvia

ICT DEVELOPMENT IN EDUCATION IN THE BALTIC COUNTRIES – 2004-2005 2

FOREWORD

Research INFORMATION COMMUNICATION TECHNOLOGIES

DEVELOPMENT IN EDUCATION IN THE BALTIC COUNTRIES (2004-2005) is

realized within the Microsoft Partners in Learning program according to the

Memorandums of Understanding signed by the Ministries of Education in Baltic

countries and Microsoft.

The objectives of the research is to evaluate and assess development of

education quality and actual situation of technologies in schools, analyze impact of

technologies in education process, as well as identify needs for development in

general education schools in Estonia, Latvia, and Lithuania. Research covers three

key conditions for information communication technology (ICT) development in the

education: access to technologies, ICT skills and digital learning content.

Research INFORMATION COMMUNICATION TECHNOLOGIES

DEVELOPMENT IN EDUCATION for the first time in Baltic countries provides

comprehensive overview not only about ICT access and usage in education

institutions, but also about main technical, emotional, and educational obstacles for

successful ICT integration in teaching and learning – from experts’, informatics

teachers’, other subject teachers’ and children’s point of views.

Research addresses education policy makers, as well as school leaders,

headmasters, teachers, children, parents and other interested parties.


CONTENT

I. MAIN CONCLUSIONS ........................................................................................................................ 4

II. METHODOLOGICAL DESCRIPTION OF THE EMPIRIC STUDY .................................................... 9

III. ANALYSIS OF THE RESULTS ....................................................................................................... 11

1. INFORMATION COMUNICATION TEHNOLOGIES IN SCHOOL............................................... 11

1.1. Computerisation level at schools of the Baltic states ........................................................... 11

1.2. School technical maintenance in Latvia ............................................................................... 13

1.3. School technical maintenance in Lithuania .......................................................................... 17

1.4. School technical maintenance in Estonia ............................................................................. 20

2. EVERYDAY PROBLEMS REGARDING THE ICT USAGE......................................................... 23

3. ACCESS TO INFORMATION COMMUNICATIONS TECHNOLOGIES AND THEIR USAGE ... 25

3.1. Access to computer technologies......................................................................................... 25

3.2. Usage of ICT in education .................................................................................................... 35

3.3. Supply and usage of digital teaching materials .................................................................... 68

4. TEACHERS’ TRAINING............................................................................................................... 72

4.1. Attended courses and their evaluation ................................................................................. 74

4.2. Financial sources of teachers’ training ................................................................................. 78

4.3. Readiness to use and intensity of using ICT in teaching/learning process .......................... 80

5. IMPLEMENTATION AND MANAGEMENT OF ICT IN EDUCATION.......................................... 84

5.1. Teachers’ involving in development of ICT in school ........................................................... 84

5.2. Hindrances and driving forces influencing the introduction of the of Information

communication Technologies in education ........................................................................... 86

6. SIGNIFICANCE OF INFORMATION COMMUNICATIONS TECHNOLOGIES IN

EDUCATION.............................................................................................................................. 99

6.1. ICT at school – a factor facilitating the improvement of the quality of study process........... 99

6.2. ICT at school – the image factor when selecting a school ................................................. 101


I. MAIN CONCLUSIONS

• In order to evaluate the computerization degree of the education system,

usually two criteria are used – the number of pupils per one computer and the

average number of computers at a school. Comparing the situation in the

Baltic states, we can see that the best status is in Estonia, where on average

at a school there are 27,1 computers and the number of pupils per one

computer is 11,1. But the worst showings are in Lithuania – 16,3 and 19,6

respectively. Latvia with 20,9 computers at a school and with 13,9 pupils per

one computer is in the middle.

• In the Baltic States each year there is a constantly growing average number

of computers at a school, besides, the number of pupils per one computer is

decreasing. However, this positive tendency only partly can be explained with

the purchase of new computer equipment. Statistical showings are essentially

influenced by the fact that each year in the Baltic States the number of pupils

is decreasing.

• During the last years in the Baltic States there is a decrease in the amount of

the funding granted from the state budget for the purchase of new computers

and for the change of the old ones; therefore there is a risk, that the level

achieved during the last decade will be gradually lost. Currently computer

stocks are mainly supplemented and renewed with municipal funds. The lack

of new computers not only hinders the usage of the latest software in training,

but also is one of the main reasons, why mainly only computer classrooms

are provided with computers.

• Although on the whole ICT are available at schools, still they are mainly

concentrated in computer classrooms. But the computer classrooms are

overburdened with IT classes, that is why teachers of other subjects quite

often have few possibilities to use a school’s computer stock for teaching their

classes.


• In Latvia one of the technical factors, which are essentially influencing the fact

that ICT are not sufficiently actively used in training, is the lack of multimedia

projectors. Since multimedia projectors are relatively expensive, there are

really few schools, which can afford to buy such equipment.

• Unfortunately, while developing IT education, premises for systematic

violation of equal rights principle, and premises for open or latent

discrimination occur. Such social good like IT at schools is distributed

unevenly. First, there are rather contrasting urban – rural, school types, and

gender differences. Second, there is a big unjustified contrast between

partially favorable information culture, which focuses around the subject of

computer science, and a poorer one, which is created around the rest of

school subjects. Thus, at schools there are two contrasting and almost

unrelated IT cultures. There exists a phenomenon that when teachers who do

not teach computer science and want to get access to computers and to

apply them in the process of teaching and learning, they encounter barriers.

• Outside IT classes, in other subjects IT technologies are mainly used

“passively” (writing texts), and not “actively” (forming presentations;

demonstrating simulations etc.). On the one hand, it can be explained with the

fact that schools are short of digital training aids, but, on the other hand,

teachers themselves are not sufficiently prepared, so that they on their own

initiative could establish “technological” contents for their subjects. We should

add that also regarding future teachers, although in their training digital study

aids are used quite widely and they are relatively skilful computer users, still

at universities they are not taught how to use information communications

technologies (ICT), when teaching their subject.

• Public internet facilities (including school PCs) are more important for rural

children than for urban children. Hypothetically we can assume that rural

children relatively less often have a home computer and the Internet at home

that is why it is important to preserve their access at school or other public

places.


• During the study we have learned that teachers and those households, which

have school age children, on average, are better equipped with computers

than in a country in general. Still the fact that teachers have access also to

computer at home, does not facilitate a more active usage of ICT in training

process, since, on the one hand, unavailability of computer equipment at

school is limited, but on the other hand, teachers do not feel sufficiently

confident of their computer user’s abilities and are afraid to become ridiculous

in the eyes of their most skilful pupils. We should stress that pupils in training

process much more actively use computers, the Internet and even

PowerPoint presentations than teachers ask them to do – it means that young

people perceive and integrate modern technologies more naturally than their

teachers.

• In Latvia and Lithuania IT courses are more or less perceived as a privilege

and not as a necessity, which should be available to every teacher. Besides,

most teachers attend courses, which are not longer than four days, thus we

can speak about the minimal training. Most probably basic knowledge is

provided, but no wider and deeper skills are acquired.

• In Lithuania and Latvia the teachers tend to treat a computer as a mediator of

information processes. Consequently, the computers are used in a certain

direction – to present and receive information, in search of information and

editing files. Opportunities to use computers for more delicate objectives,

such as simulation and modeling of nature and society processes, and virtual

surroundings for most teachers are hard to accept as the environment for

research organization, as medium for creativity and education of critical

thinking. Teachers are not inclined to agree that a computer can educate

creativity in students.

• Future teachers are more confident of their computer users’ skills than the

working teachers; besides, they more often use ICT in their daily work. It

makes us think that with the change of generations at schools many teachers’

‘permanent’ fear from modern technologies will be averted.


• The Estonian educational policy is at the beginning of the next important

stage. There is an urgent need for a new state study program and curricula

that integrates methodical use of ICT, its textbooks and other study materials.

Since today the use of the ICT means in the study process mostly has been

dependent on the personal enthusiasm of the teachers or the school

management

• The vision most often is a ground to achieve the successful implementation of

the set task. Unfortunately IT vision in Latvia and Lithuania still is not

completely clear in many schools and even the managers themselves assess

it quite skeptically. The fogginess of the vision could be determined by the low

involvement of teachers in its planning and forming which is partly approved

by the managers themselves.

• According to teachers, the main hindrances to integrate ICT in education are

the insufficient number of computers, the lack of financing and new software,

whereas the facilitating factors are: teachers’ interest, national support and

financial grants.

• Basing on the information obtained during the study, we can form the

following causality of the passive usage of ICT: teachers’ possibilities to use

ICT daily in training are limited// schools have no new computers, because

the state financing is not sufficient => at schools ICT are concentrated in

computer classrooms => computer classrooms are overburdened with IT

classes => teachers of other subjects have no possibilities to teach their

classes using ICT => teachers do not form skills to work with ICT and a habit

to ICT as a training aid => there is an increasing competence gap of the ICT

usage between a teacher, who in his work does not use ICT, and a pupil, who

regularly at home uses a computer => teachers strengthen their inferiority

complex and lose the psychological motivation to use ICT in training process.

Generalizing this causality, we can say that the larger are the possibilities

to use ICT, the larger is the wish to use ICT in training.


• In Latvia the majority of the surveyed pupils’ parents are sure that modern

technologies are very important and significant for the future of their children,

that is why skills for work with them shall be acquired daily, including those at

school. However, the usage of computer technologies in training process is

not the decisive factor, when selecting a school for a child – for parents it is

more important that the education quality of the school is corresponding to

their impression of good education and the school is located not far from

home.

• Most IT teachers in Latvia and school headmasters in Lithuania have heard

about Microsoft activities in education. In the audiences of pupils, future

teachers and teachers the percentage of those who have heard about

Microsoft educational projects is 30 to 50%.

In Latvia the most popular Microsoft projects are the Internet portal for

teachers (www.skolotajs.lv), where teachers can get a methodological

support and exchange information, and the Internet homepage competition

for schools Zelta Skudra.

But in Lithuania the most popular projects are Fresh Start for donated

Computers, within which the computers donated to schools get licensing of

the Microsoft programs, and the Innovative Teacher Competition.

In Estonia respondents have positively evaluated the software program

licensing and the program Virtuaalne õppetund (Virtual Lesson) for Innovative

Teacher competition.

In all the Baltic States respondents see further co-operation prospects

with Microsoft in the following areas: training teachers to work with ICT,

donating software to schools, offering “subsidized” software to teachers,

technically supporting teachers, which would help to strengthen the

knowledge acquired in courses to work with ICT. A wish was expressed to

receive a methodological support, which would allow using better the

possibilities of the Microsoft software, when teaching specific subjects.


II. METHODOLOGICAL DESCRIPTION OF THE EMPIRIC STUDY

The research organized by the Microsoft in Baltic countries had several goals:

• To provide data on computerization and internetization at Latvia’s,

Lithuania’s and Estonia’s schools of general education, on computer

and Internet usage habits;

• To clarify teachers’ and principals’ self-esteem regarding their

computer skills and their usefulness, as well as the way of obtaining

these skills;

• To clarify usage of software and computer labs at schools – both in

the educational process and in the administrative work;

• To clarify the existing and the potential usage of Internet by teachers,

pupils and school management (both reasons for using/ not using, its

frequency and Internet access points);

• To measure teachers’ readiness to use and integrate ICT in various

educational processes;

• To identify what is the driving force of ICT in education;

• To identify the study parameters and criteria, which will help to assess

the impact of ICT on education;

• To identify the criteria, which will help to develop and integrate ICT in

education;

• To identify and assess government’s priorities, the achieved and

planned things to advance and develop ICT in education;

• To prepare a database of teachers, to identify the most innovative and

active teachers.

In order to obtain the information necessary for the analysis, several empiric studies

were conducted in all the three Baltic States. The whole research consisted of:

• Desk Research;

• Qualitative study, interviews with specialists of the Education and

Science Ministry, who have competence to introduce information

science in Latvia’s educational establishments;

• Quantitative survey of target groups (including expert in-depth

interviews).


In order to achieve the goals set it is planned to analyze opinions of the following

target groups:

• Principals and teachers of secondary education establishments;

• Principals and teachers of comprehensive schools and of those

subjected to various ministries:

- Principals of schools/ vocational schools/ technical schools/

colleges;

- Teachers of computer science;

- Teachers of other subjects (not information science);

• Pupils of senior forms;

• Pupils’ parents;

• Managers of structural units of the Education and Science Ministry,

who are competent to introduce information science in the educational

process in Latvia, Lithuania and Estonia (e.g., Latvian educational

systems – LIIS; Information Technologies Department of the

Education and Science Ministry);

• Heads of Latvia’s, Lithuania’s and Estonia’s universities, which

prepare teachers of information science other subject teachers

• Students studying the specialty of teachers of information science.

In the study conducted in Lithuania and Latvia a harmonized methodology of empiric

studies and instrumentarium were used. In Estonia’s case the analysis was based on

the longitudinal study “Tiger in Focus”, conducted from 2000 to 2004. Along with it in

Estonia a qualitative study was conducted, and its methodological basis and results

allow us to compare it with the studies conducted in the two other Baltic States. A

detailed methodological description of all the empiric studies is added to this Report

as an Appendix.


III. ANALYSIS OF THE RESULTS

1. INFORMATION COMUNICATION TEHNOLOGIES IN SCHOOL 1.1. Computerization level at schools of the Baltic States

Usually, in order to evaluate the computerization level of the educational system, as

criteria are used the number of pupils per one computer and the average number of

computers at school. Comparing the Baltic States by these criteria, it can be seen

that the best situation is in Estonia with 11.1 pupils per one computer. In Lithuania

this showing is the worst in the Baltic States – 19.6.

In Latvia the number of pupils per one computer is decreasing every year – since

1996, when there were 95 pupils per one computer, the number of pupils has

decreased almost 7 times. On the one hand, it has happened due to the expansion of

the computer stock, but on the other hand, there is an essential decrease in the

number of pupils (-30,312).

Level of computarization in school (Figure 1)

19.6

13.911.1

0

5

10

15

20

25

30

35

40

45

50

number of pupils per one computer

Source:Latvia: Ministry of Education and Science (2004)

Estonia: Ministry of Education and Research (2005) Lithuania: Department of Statistics to the Government of the Republic of Lithuania; Kaunas University of tehnology (2005)

Lithuania Latvia Estonia


Dynamics of the ratio “pupil : computer” from 1996 to 2004 (source: LIIS and Ministry

of Education and Science):

Also comparing the Baltic states by the average number of computers at school, it

can be seen that the best situation is in Estonia, whereas the worst – in Lithuania. In

Estonia on average there are 27,7 computers at each school, in Latvia – 20,9, but in

Lithuania – 16,3.

Level of computarization in school (Figure 2)

16.320.9

27.7

0

5

10

15

20

25

30

35

40

45

50

average number of computers in school

Source:Latvia: Ministry of Education and Science (2004)

Estonia: Ministry of Education and Research (2005) Lithuania: Department of Statistics to the Government of the Republic of Lithuania;

Lithuania Latvia Estonia

Year Number of PC Number of pupils Number of pupils per one PC1996 3 593 342 801 951997 5 183 347 254 671998 6 247 348 205 561999 9 999 347 052 352000 13 763 344 822 252001 15 632 336 824 222002 17 222 325 503 192003 19 196 312 489 16


1.2. School technical maintenance in Latvia

According to data of the Ministry of Education and Science (MES) in 2004 in Latvia’s

educational establishments (990 schools) there were 20,774 computers (on average

~21 computers at one school), which is for 1,578 computers more than in 2003,

when according to the data of Latvia’s Education Computerization System (LIIS), at

Latvia’s schools there were 19,196 computers.

Type of school Number of PC (2004; Ministry of Education and Science)

Number of PC per 100 pupils (2004; Ministry of Education and Science)

Number of PC (2003; The

Informatization System of

Latvian Education –

LIIS)

Number of PC per 100 pupils

(2003; The Informatization

System of Latvian

Education – LIIS)

primary school 352 4,5 291 3,1

elementary

school

6448 9,1 5902 7,5

secondary

school

12945 6,3 12049 5,6

special school 1029 13,8 954 9,7

The computers at educational establishments by their type and parameters are quite

various, but in 83,6% of cases they are various computers of the Pentium type.

PC types in Latvian schools(Ministry of Education and Science 2004)

Other4%

Macintosh0,2%

IBM 386 and older3%

IBM 4868,9%

Pentium I20,7%

Pentium II42,1%

Pentium III20,8%


In 2004, according to the MES data, at Latvia’s schools there were 938 IT teachers

(in 2003, according to the LIIS data, there were 1,145 IT teachers). 762 of them are

with a higher teacher’s education, but 176 – with education of another kind. 167

teachers have worked for less than 5 years, 157 – from 5 to 10 years, but 614 – from

10 and more years.

In 2004 at 178 schools there was the Internet dial-up connection (18%), 48 schools

had ISDN (4,8%), 328 – up to 128 Kbps (33,1%), 213 – from 128 to512 Kbps

(21,5%), 105 – from 512 to 2 Mbps (10,6%), 50 – more than 2 Mbps (5,1%). At 68

schools there is no Internet connection at all (6,9%).

In total in the 153 educational establishments surveyed during the quantitative study

there are 3,847 computers, most of them (74,1%; 2851) are located in computer

classrooms, but the other ones are either in rooms of other subjects or at libraries, or

in premises related to school administration. 63 (1,6%) computers are located in

various other school premises – for example, at school’s self-government;

psychologist’s, social assistance or speech therapist’s room; at the information

centre; at the canteen; at the boarding-room; at the room for rest etc. Most of school

computers (85,5%; 3282) are connected in a network.

Only in two of the surveyed schools (Pociems and Litene elementary schools) there

is no access to the Internet. At the other schools mainly they have the permanent

Internet in Latvian schools(Ministry of Education and Science 2004)

No internet connection

7%Cable ower 2 Mbps

5%

Cable 512 Kbps - 2 Mbps11%

Cable 128 - 512 Kbps22%

Cable up to 128 Kbps32%

ISDN5%

Dial-up18%


Internet connection (98,4%), although also dial-up is used (1,6%; 51 computers are

connected). 85,1% of all the surveyed schools’ computers are connected to the

Internet. Most often the Internet connection speed is 128 to 512 Kbps (42,4%), only

in 19,3% of schools the connection speed is exceeding 2Mbps.

On average in the surveyed schools there are almost 9 (8,87) computers per 100

pupils. But regarding the other computer facilities, the situation is as follows:

projectors – 0,19; copy-machines – 0,74; scanners – 0,525; printers – 1,78. But if we

observe the number of computers per 100 pupils by their parameters, the number of

powerful and new computers per 100 pupils is scarce: computers with a processor

exceeding Pentium 2 – 3,79; computers with RAM exceeding 128Mb – 1,18;

computers with HDD exceeding 10Gb – 3,1.

During the qualitative study the surveyed experts evaluated the school maintenance

with multimedia projectors as being insufficient. The main reason for the bad school

maintenance with multimedia projectors is thought to be their high price. Since

multimedia projectors are expensive (costing about 600 lats), then there are few

schools, which can afford to buy it, but their absence reduces the ICT usage

possibilities, since one cannot for the whole class simultaneously demonstrate

pictures, simulations, formulas etc. (The Daugavpils district: Projectors are a heavy

topic, this problem has not been solved due to the lack of funding; a MES clerk: It is

very rarely that pupils have access to such equipment. We could say that actually

they don’t have any. Even for universities sometimes it is problematic to provide

teachers with these technologies. Definitely this equipment cannot be prior at

schools, since often there is even no computer equipment to work with.)

In most cases school maintenance with multimedia projectors depends on

municipality’s initiative, since until now the LIIS project has not envisaged any

funding especially for the purchase of such facilities. For example, the Riga City

Municipality has tried to solve this problem in two ways – buying 5 portable

projectors, which are rented for Riga schools, when they have such a necessity;

buying the NetOp software, which allows teacher to work in the net with all

computers of the computer classroom. But the School Board of the Valmiera district,

thanks to its friendship with Finnish and Swedish municipalities, has provided each

secondary school of the district with a multimedia projector.


If school maintenance with computer equipment is evaluated by its percentage

division by regions, populated places and school types, it can be seen that the

largest percentage of computer equipment is in Riga and at district centers, at

elementary schools (the only exception – at elementary schools there is the smallest

percentage of more powerful computers of the youngest generation) and at small

secondary schools, but the smallest percentage of computer equipment is in small

towns and at large secondary schools.

But if school provision is analyzed by the number of units of computer equipment per

100 pupils, then on the whole, the best provided with computer equipment are pupils

in the country and in small towns, as well as at elementary schools, but the worst –

pupils of Riga, district centers and large secondary schools.

The obtained results reflect a regularity – although the largest percentage of

computer equipment is observed in more populated places and at the largest

schools, still it is available to a smaller percentage of pupils in comparison with the

small rural schools, where there are fewer pupils (for example, at the Sala

elementary school, where there are 37 computers per 65 pupils, the ratio ‘pupil :

computer’ is 1,7:1, whereas at the Jēkabpils Secondary School Number 2, where

there are 89 computers per 1,103 pupils, this ratio is 12,4:1).

We should add that the largest percentage of more powerful computers of the

youngest generation is in Riga, where the municipality during the last years has

actively purchased computer equipment for schools.

Results of the quantitative study confirms the assumption expressed during the

qualitative study by the experts that in 95% of cases schools use Microsoft software

(an IT teacher of a grammar school: Usage of alternative programs is not possible in

this situation of the labor market: if I at my school instead of Windows Office start

working with Star Office, my pupil won’t be competitive in the labor market, because

everywhere he goes, Bill Gates will be ahead with his software. We have to be

oriented to Windows based programs...) – almost all school computers of the

surveyed schools have Microsoft operating systems, just less than 1% of computers

have Mac OS or Linux operating systems. Ten respondents also mentioned other

operating systems, which were not included in the questionnaire; however, they all

are Microsoft products: Millennium; WIN ME; WIN NT; DOS; WIN 2003.


1.3. School technical maintenance in Lithuania

According to the data of the Lithuanian Education and Science Ministry, at

Lithuania’s schools in 2004 there were 31,547 computers. Most of them are located

in computer classrooms – 18,392 (58,3%). In rooms of other subjects there are only

2,827 computers (8,9%), but administration has 4,196 computers (13,3%).

The distribution of computers in the area at school (source: Lithuanian Education and Science Ministry)

Year of study 2003/2004 2004/2005 Number of computers in special computing classrooms or in the room of computer studies 18052 18392

Number of computers in classrooms of different subjects or classrooms 2713 2827

Number of computers in the library and reading hall 3398 3441

Number of computers in the Teachers’ room or other places for teachers 1118 1146

Number of computers in the administrative area 3973 4196 Number of computers in other places at school 1466 1545 Totally computers 30720 31547

About one third of existing computers have processors with less than 300 MHz, and

this shows that schools are still possessing old-fashioned computers which should be

renovated. Most computers (96%) have the Microsoft operating system. In separate

cases also the Linux operating system is used.

The technical and programming profile of computers (source: Lithuanian Education and Science Ministry)

Year of study 2003/2004 2004/2005 Number of computers with processors of 300 MHz 10195 10668 Number of computers with processors of 300 MHz and better 20525 20879

Number of computers with Microsoft operational systems 29504 30301

Number of computers with LINUX operational system 268 275

A relatively small number of computers are used to perform the functions of servers.

The fact that servers are registered at schools by ICT specialists LINUX operational

system spreads faster. However, Microsoft operational system is used more often to

monitor servers and this can be explained that similar operational systems are

coordinated better inside than different. Meanwhile from 534 schools with servers


127 servers have installed LINUX operational systems – this comprises about 24 %

of all servers.

Servers and their operational systems

Year of study 2002/2003 2003/2004 2004/2005 Number of servers (separate, to perform server functions for computers) 115 527 534

Number of servers, using Microsoft operational systems 172 384 388

Number of servers, using LINUX operational system - 124 127

According to the data of the quantitative study, large grammar schools much more

often have a wireless Internet connection and a radio link (83,3%) than the ordinary

secondary schools (45,5%) and elementary schools (53,8%). The permanent cable

Internet connection in 18,2% of the cases is at secondary schools, in 16,7% – at

grammar schools and in 7,7% - at elementary schools. But dial-up, ISDN and ADSL

are used only at elementary schools (modem – 26,9%; ISDN – 3,8%; ADSL – 7,7%)

and at secondary schools (modem – 9,1%; ISDN – 4,5%; ADSL – 22,7%).

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urc

has

e co

mp

ute

rs?

Wh

o f

un

ds

this

?

C

entr

ally

allo

cate

d fin

ance

s of

the

stat

e,

natio

nal c

ompu

teriz

atio

n pr

ogra

ms

etc

Fin

ance

s of

lo

cal

mun

icip

ality

Fin

ance

s of

big

na

tiona

l (L

ithua

nian

) bu

sine

ss

Priv

ate

fore

ign

finan

ces

Fin

ance

s of

lo

cal

busi

ness

men

Fin

ance

s de

note

d by

st

uden

ts’

pare

nts

Bas

ic

92,6

%

85,2

%

11,1

%

25,9

%

0,0%

7,

4%

Sec

on

dar

y

90,9

%

68,2

%

9,1%

18

,2%

9,

1%

18,2

%

Yo

u w

ork

in t

he

sch

oo

l (th

e m

ain

wo

rkp

lace

) w

hic

h is

...

Gym

nas

ium

84

,6%

53

,8%

0,

0%

7,7%

23

,1%

23

,1%

C

ity

94,3

%

74,3

%

8,6%

14

,3%

5,

7%

20,0

%

Lo

calit

y/ad

min

istr

ativ

e u

nit

o

f yo

ur

sch

oo

l is

...

To

wn

, vill

age

85,2

%

70,4

%

7,4%

25

,9%

11

,1%

7,

4%

The

re a

re f

ewer

sou

rces

of

fund

ing

the

purc

hase

of

softw

are.

Som

e su

ppor

ters

tha

t pa

rtly

fun

ded

the

purc

hase

of

com

pute

r eq

uipm

ent

alm

ost

do n

ot p

ay a

ttent

ion

to s

oftw

are.

The

sof

twar

e is

mos

tly fu

nded

by

two

mai

n so

urce

s:

1.

Cen

tral

ly a

lloca

ted

finan

ces

of th

e st

ate,

nat

iona

l com

pute

rizat

ion

prog

ram

s et

c.

2.

Fin

ance

s of

loca

l mun

icip

ality

T

he d

istr

ibut

ion

of fu

ndin

g so

urce

s sh

ows

that

the

mai

n at

tent

ion

is p

aid

to p

urch

ase

com

pute

r eq

uipm

ent.

The

pur

chas

e of

sof

twar

e is

not

so

impo

rtan

t in

the

scho

ols

(Tab

le 2

).

T

able

2

Wh

at a

re t

he

reso

urc

es t

hat

allo

w y

ou

r sc

ho

ol t

o p

urc

has

e co

mp

ute

rs s

oft

war

e? W

ho

fu

nd

s th

is?

Cen

tral

ly a

lloca

ted

finan

ces

of th

e st

ate,

na

tiona

l com

pute

rizat

ion

prog

ram

s et

c

Fin

ance

s of

lo

cal

mun

icip

ality

Fin

ance

s of

big

na

tiona

l (L

ithua

nian

) bu

sine

ss

Priv

ate

fore

ign

finan

ces

Fin

ance

s of

lo

cal

busi

ness

men

Fin

ance

s de

note

d by

st

uden

ts’

pare

nts

Bas

ic

88,9

%

66,7

%

3,7%

3,

7%

0,0%

0,

0%

Sec

on

dar

y

77,3

%

50,0

%

9,1%

4,

5%

4,5%

4,

5%

Yo

u w

ork

in t

he

sch

oo

l (t

he

mai

n w

ork

pla

ce)

wh

ich

is

Gym

nas

ium

84

,6%

61

,5%

7,

7%

0,0%

7,

7%

7,7%

C

ity

85,7

%

54,3

%

11,4

%

0,0%

2,

9%

5,7%

L

oca

lity/

adm

inis

trat

ive

un

it o

f yo

ur

sch

oo

l is:

T

ow

n, v

illag

e 81

,5%

66

,7%

0,

0%

7,4%

3,

7%

0,0%


1.4. School technical maintenance in Estonia

According to the data of the Estonian Educational Information Systems, in March,

2005 in Estonia there were 17,181 computers, 4,316 (25,12%) of them – in the

capital Tallinn but in the rest of Estonia – 12,865 (74,87%). In total there are 190,879

pupils in Estonia – 49,935 (26,16%) of them are in Tallinn, but in the rest of Estonia –

140,944 (73,83%).

9,458 computers of the total number of computers at Estonian schools are available

to pupils, 5,096 – to teachers, but 1,871 are freely available at school libraries and

Internet access points.

Source: EHIS (Estonian Educational Information Systems) 29.03.2005

By the opinion of all the experts, participating in the qualitative survey,

computerization of schools has reached the rather good level. In Tallinn, for example,

there are 13 students per a PC in average. However, the situation can differ

significantly at schools. This number varies by different regions as well: at several

schools in rural areas the situation is even better than at larger schools in the cities

(Much depends on the wealth of local governments. If the school is large and has

little interest for computers, there may be one semi-computerized class and the

number of students per computer could be between 70 and 80. In some smaller rural

schools there may be few students, but a proper computer class).

According to the data of Estonian Educational Information Systems, in total in

Estonia’s 620 school computer classrooms there are 9,100 computers. 550 schools

have a permanent Internet connection, but 52 have a dial-up.

Source: EHIS (Estonian Educational Information Systems) 29.03.2005

count of PC in use of the teachers

count of PC in use of pupils

count of PC in common use (libraries, Internet network point etc.)

count of PC in the schools in total

Primary schools 258 478 105 780Basic schools 1304 3046 572 4933Secondary schools 3534 5934 1194 11468Total 5096 9458 1871 17181

count of PC in computer classes a

Web- an mail-servers (not included into the count of workstations )

count of workstations, connected with Internet

Interneti permanent connection

Interneti dial-up service

Primary schools 386 13 424 60 10Basic schools 2899 85 4475 247 19Secondary schools 5815 278 10108 243 23Total 9100 376 15007 550 52


By the opinion of experts, nearly all the schools (at least 98%) have the Internet

access, mostly by online connection. Majority of PCs at schools are connected to the

Internet. Tallinn schools are connected via the fiber optical cable (Tallinn is super.

We are able to monitor constantly how much and how often the Internet is being

used by monitoring the situation at any time when the computers in schools go

online, what is Internet traffic, etc).

Majority of schools have 1-3 multimedia projectors, the 80 schools of Tallinn have

271 projectors today. By the opinion of the experts, this number is not enough to

integrate ICT into the study process. The more active teachers in Tallinn think that

what schools need today is not better PC classrooms, but more flexible systems

involving laptops, the Internet connection (here also WiFi is an important criteria) and

multimedia projectors in every classroom - all should be easily movable and mobile

(teacher: My understanding is that it is time to replace the computer class as such

with the subject teacher’s computer plus a multimedia projector; expert from

university: There should be more multimedia projectors and teachers really want

them. But one costs EEK 30,000 (around EUR 2,000) so that every school has

attempted to procure at least one since there are no funds to purchase more).

The age of computers in Estonia is quite various (teacher: Speaking of the age of

computers one can say that there are all sorts of PC-s. We have relatively new PC-s

that also run on more modern operation systems. But I also know that in very many

schools that have also older computers. PC-s with Pentium 166 CPU are not rare at

all). Most computers some time ago were purchased with the support of Tiigrihüppe

SA (the Tiger Leap Foundation). Now the question what to do with the old equipment

is becoming more and more topical, as well as how to change it with a new one (a

university teacher: I believe that the largest number of computers were purchased

during last elections. If you take that a computer becomes obsolete in five years,

most computers will soon run out of their useful life. If the new Tiger’s Leap program

fails to allocate state funding for renewal of hardware, we would be facing a huge

problem in 2007). Computers at many schools are no more suitable to work with

modern software (teacher: Generally, the computers in schools are very old by

modern standards. The public tender is the one before the last tender. In some

schools the computers are running on 16 MHz).


Regarding software, experts have indicated that more than 90% of all the operating

system used at schools is Microsoft products. In few schools they also use Linux and

the free code programs – usually they are used parallel to Microsoft operating

systems. Concerning software, in training the most often used ones are Word, Excel,

and PowerPoint; in certain subjects - also Publisher, Corel Draw etc. Experts think

that the largest problems of software are related to its expensiveness and

changeability. (Software is changing too fast and the old software does 99 percent of

the job without purchasing any new gadgets. The fact that new software versions are

coming to the market so fast is actually a major problem, for instance, in training

courses. In my opinion, there is no need in schools to rapidly upgrade software since

the educational system is not so receptive that it can sustain it. This is causing

problems also in computer classes. Some schools in Tallinn have purchased

software for whole classes while the others have not been able to do so. This creates

a situation where in one class 3 computers may look the same while 3 others would

look different than the third group of 3 computers).


2. EVERYDAY PROBLEMS REGARDING THE ICT USAGE

Deputy headmasters (Lithuania) and IT teachers (Latvia) within the quantitative study

were asked the following question: “How often do you face the IT problems which

can be solved only with the assistance of technicians or companies outside

the school?”

In Latvia 38,6% of the surveyed IT teachers and deputy headmasters responsible for

IT matters face ICT related problems once a month, about 45% - once a year or half

a year, but 16,3% never experience such problems.

In Latvia the teachers, who regularly face computer equipment exploitation problems,

most often work at a primary school, which is located in the rural area of Zemgale.

But usually such problems are never faced by IT teachers in Riga and district

centers.

How often do you face with the IT problems which can be solved only with the assistance of technicians or companies outside the

school? (N: Latvia - IT teachers; Lithuania - school managers)

40.7%

36.4%

53.8%

38.0%

38.3%

40.7%

38.6%

33.3%

45.5%

15.4%

30.4%

27.7%

25.9%

28.8%

14.8%

13.6%

19.0%

12.8%

14.8%

16.3%

11.1%

4.5%

7.7%

12.7%

21.3%

18.5%

16.3%

23.1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

School managers inprimary school

School managers insecondary school

School managers ingymnasium

IT teachers in primaryschool

IT teachers insecondary school

IT teachers ingymnasium

IT teachers

Lith

uani

aLa

tvia

Latv

ia

once a month once per half of year once per academic year never


When comparing the results in Lithuania and Latvia, we can see that every month

ICT related problems more often are faced by teachers from large Lithuanian

secondary schools and grammar schools. The basic schools try to solve the

problems related to IT matters themselves. The managers of these schools indicated

that 11,1 % of the schools do not apply to IT technician (if he is not an employee of

the school) because of the problems in IT field, and most frequently they call IT

technician from gymnasium to solve these problems. Being aware of situation in

which IT extent is much bigger in gymnasiums, it could be assumed that this choice

is determined by the wish to ensure the maintenance of IT and, consequently,

improve the quality of exploitation. (Quantitative research, Lithuania)

IT teachers from Latvia were asked additionally to mention the problems, which

would be related to IT.

The most widespread problems with ICT are related to repairing computer equipment

(43 respondents), viruses (26) and a low-quality Internet connection (18). 21 IT

teachers have faced problems related to software – disturbances in operating

system; problems with program installation; pupils “destroying” a program, etc.

Most common difficulties with IT.LATVIA

Multiple question (Only those of managers, that have faced with IT problems)

3

3

4

4

6

8

9

18

26

43 respondents

14

51

1 11 21 31 41 51

NA

pupils “crash” software

damage of mother board

cleening/ maintenance of printer

lack of software

instalation of progarmmes

problems with operating system

outdated computers

net-work administration

low-grade internet connection

viruses

problems with technical equipment/ repairs


3. ACCESS TO INFORMATION COMMUNICATIONS TECHNOLOGIES AND THEIR USAGE During the study the surveyed pupils, teachers, school IT teachers and deputy

headmasters responsible for IT matters, as well as students – future teachers – were

asked questions on the access to computer technologies at home and educational

establishments or at work; computer usage intensity; access to the Internet

resources and their usage in training process. Besides, respondents were asked to

evaluate their confidence level regarding their ability to use ICT in training process.

3.1. Access to computer technologies

3.1.1. Access of PC’s.

In all Baltic States home has become as important place to work with ICT as school

for everybody – teachers, pupils and students. According to quantitative study

results, more than half of pupils and teachers have access to home computers. For

example, in Lithuania 83,3% of teachers and 67% of pupils have a computer at

home, but in Latvia and Estonia these results are 66,2% and 63%, and 80% and 74%

respectively.

In Latvia most often IT teachers (80,4%), as well as future teachers (86,1%) have

computers at home. Also households with school age children on average more often

have computers, whereas regarding the other households – the percentages are

41,4% and 29% respectively. Computerization level in the households with children

of secondary school age is even higher – 54,4%. Such a tendency shows that, when

children are becoming older, the necessity to use computer technologies increases,

that is why families find possibilities to purchase a computer.

In Estonia 72% of households with children have a computer. Regarding Lithuania

such data are not available.

The data are reflected more graphically in the Chart on the next page:


In Estonia, on average, teachers are better equipped with home PCs than students,

whereas four years ago the situation was the reverse (“Tiger in Focus: Executive

Summary” 2004). But according to quantitative study of 2005, in Latvia more often

students-future teachers than teachers (see the previous Chart) have access to a

computer at home.

Do you have a computer at home?

72.0%

41.4%

74.0%

63.1%

67.0%

80.0%

66.2%

83.3%

80.4%

86.1%

28.0%

58.6%

26.0%

36.9%

32.9%

20.0%

33.8%

16.7%

19.6%

13.9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Estonia***

Latvia (N=249)**

Estonia*

Latvia (N=2169)

Lithuania(N=1133)

Estonia*

Latvia (N=450)

Lithuania(N=528)

Latvia (N=153)

Latvia (N=101)

Hou

seho

lds

with

scho

ol a

gech

ildre

n P

upils

Teac

hers

ITte

ache

rs

Stu

dent

sof

peda

gogy

* "Tiger in Focus: Executive Summary" (2004)** Latvian Facts (May, 2005)

*** Turu-uuringute AS (May, 2005)

Yes No


When analyzing the obtained data by socially demographic showings, we can

observe the following tendencies:

Most often the ones who have home computers are

- male teachers;

- townspeople;

- teachers from large schools.

Do you have a computer at home? (Lithuania: Teachers - N=528; Latvia 1: Teachers - N=450; Latvia

2: IT teachers - N=152) Figure NR.1.

85.7%

68.0%

86.5%

93.8%

72.2%

80.7%

73.0%

63.6%

73.7%

85.7%

77.5%

88.3%

77.3%

65.1%

82.3%

66.7%

67.0%

80.1%

79.9%

66.3%

83.3%

86.8%

71.5%

90.9%

14.3%

32.0%

13.5%

6.3%

27.8%

19.3%

27.0%

36.4%

26.3%

14.3%

22.5%

11.7%

22.7%

34.9%

17.7%

33.3%

33.0%

19.9%

20.1%

33.7%

16.7%

13.2%

28.5%

9.1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

City

Tow

nV

illag

eM

ale

Fem

ale

Pri

mar

ysc

hool

Sec

onda

rysc

hool

Gym

nasi

um

Yes No


In Latvia home computers most often are owned by teachers of social sciences

(80%), but less often – by elementary school teachers (44,4%), whereas in Lithuania

– by teachers of the humanities (86,3%) and art teachers (74,3%). If we compare

results among countries, then, irrespective of school subjects, Lithuania’s teachers

have a considerably higher computerization level in home (teachers of the

humanities for 19,9% more than those in Latvia have home computers, for 19,0%

more - teachers of natural sciences, and for 9,8% more - teachers of art). The only

exception is the social sciences, where Latvia’s teachers have almost caught up with

their Lithuanian colleagues.

Do you have a computer at home? (Lithuania: Teachers - N=528; Latvia 1: Teachers - N=450; Latvia 2:

IT teachers - N=152) Figure NR.2.

66.4%

86.3%

80.0%

83.0%

64.2%

83.2%

84.9%

64.5%

74.3%

44.4%

76.9%

83.9%

71.9%

88.9%

76.9%

70.5%

81.9%

80.4%

66.2%

88.6%

100.0%

48.0%

73.8%

33.6%

13.7%

20.0%

17.0%

35.8%

16.8%

15.1%

35.5%

25.7%

55.6%

23.1%

16.1%

28.1%

11.1%

23.1%

29.5%

18.1%

19.6%

33.8%

11.4%

52.0%

26.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia 1

Lithuania

Latvia 1

Lithuania

Latvia 1

Lithuania

Lithuania

Latvia 1

Lithuania

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Hu

man

ity

So

cial

scie

nce

Nat

ura

lsc

ien

ces

ITA

rts

Pri

mar

yed

uca

tio

n0-

5 ye

ars

6-15

yea

rs16

-30

year

s

Ped

ago

gic

alex

per

ien

ce31

+ ye

ars

Yes No


When analyzing the data on pupils both in Latvia and Lithuania, we can see that

most often the ones who have computers at home are:

- boys;

- pupils from large schools;

- secondary school pupils.

We can assume that in senior forms pupils have an increasing necessity to have a

computer at home, and their parents are trying to meet this necessity according to

their possibilities.

Do you have a computer at home? (Pupils: Latvia - N=1369; Lithuania - N=1133)

73.6%

69.20%

60.0%

57.30%

50.9%

54.40%

76.1%

64.70%

87.1%

72.80%

57.80%

57.70%

59.00%

68.10%

62.30%

61.1%

61.90%

58.3%

72.30%

76.7%

74.90%

88.5%

71.00%

26.3%

30.80%

40.0%

42.70%

48.9%

45.60%

23.9%

35.30%

12.9%

27.20%

42.20%

42.30%

41.00%

31.30%

37.70%

38.9%

38.10%

41.7%

27.70%

23.3%

25.10%

11.5%

29.00%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Latvia

Latvia

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eF

emal

eP

rim

ary

sch

oo

lS

eco

nd

ary

sch

oo

lG

ymn

asiu

m5t

h6t

h7t

h8t

h

9th

10th

11th

12th

gra

de

Yes No


3.1.2. Access to Internet.

In Latvia at least half of the survey participants (50% of teachers, 51,1% of pupils,

54,4% of IT teachers, 63,2% of future teachers), who have indicated that they have a

home computer, also have access to the Internet and almost all the Internet users

have a permanent connection. In Lithuania 46,7% of teachers and 36,3% of pupils

have the Internet connection; in Estonia the percentages are 54% and 62%

respectively. In Lithuania 69,6% of teachers have the Internet with the permanent

connection.

If computerization was highest in Estonia, followed by Lithuania, and the last position

was taken by Latvia, then, speaking about the access to the Internet at home, Latvia

pulls ahead of Lithuania, taking the second position.

Do you have access to the internet at home?

54.0%

50.0%

46.7%

62.0%

51.1%

36.3%

54.5%

63.2%

46.0%

50.0%

53.3%

38.0%

48.9%

63.7%

45.5%

36.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Estonia*

Latvia

Lithuania

Estonia*

Latvia

Lithuania

Latvia

Latvia

Teac

hers

Pup

ilsIT

teac

hers

Stu

dent

sof

peda

gogy

* "Tiger in Focus: Executive Summary" (2004)

Yes No


When analyzing the data by socially demographical showings, we can conclude that

the Internet access in public places (at schools etc.) would be particularly topical for

teachers of rural regions, because teachers, who live in the country, relatively less

often have the Internet at home. The said tendency can be observed both in Latvia

and in Lithuania. Most often the Internet is available for male teachers and city

people.

Do you have access to the internet at home? (Lithuania: Teachers - N=528; Latvia 1: Teachers - N=450; Latvia 2:

IT teachers - N=152) Figure NR.1.

54.2%

45.0%

56.3%

54.7%

32.0%

44.3%

38.5%

31.3%

53.3%

62.0%

33.3%

50.7%

53.7%

36.3%

47.1%

66.7%

22.0%

36.4%

74.1%

41.5%

54.7%

46.7%

25.0%

39.8%

37.0%

26.6%

22.8%

45.8%

55.0%

43.7%

45.3%

68.0%

55.7%

61.5%

68.8%

46.7%

38.0%

66.7%

49.3%

46.3%

63.7%

52.9%

33.3%

78.0%

63.6%

25.9%

58.5%

45.3%

53.3%

75.0%

60.2%

63.0%

73.4%

77.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Latvia 2

Latvia 1

Lithuania

Mal

eFe

mal

e0-

5 ye

ars

6-15

yea

rs16

-30

year

s

Ped

agog

ical

expe

rien

ce31

+ ye

ars

City

Tow

nV

illag

e

Yes No

ICT

DE

VE

LOP

ME

NT

IN E

DU

CA

TIO

N IN

TH

E B

ALT

IC C

OU

NT

RIE

S –

200

4-20

05

32

Like

in t

he c

ase

of c

ompu

ters

, al

so in

the

cas

e of

the

Int

erne

t, ho

useh

olds

with

sch

ool a

ge c

hild

ren

mor

e of

ten

have

the

Int

erne

t, co

mpa

red

to

hous

ehol

ds w

ith n

o sc

hool

age

chi

ldre

n. O

n th

e w

hole

, onl

y 13

% o

f Lat

via’

s ho

useh

olds

hav

e th

e In

tern

et c

onne

ctio

n, w

here

as h

ouse

hold

s w

ith

scho

ol a

ge c

hild

ren

have

the

Int

erne

t in

18,

5% o

f ca

ses,

but

tho

se w

ith s

econ

dary

sch

ool a

ge c

hild

ren

– in

31,

6% o

f ca

ses.

(“L

atvi

an F

acts

”,

Om

nibu

s su

rvey

s).

Ho

use

ho

lds

with

...

13.1

%15

.3%

15.8

%13

.0%41

.4%

18.5

%

54.4

%58

.1%

30.7

%32

.0%

27.2

%29

.0%

0%25%

50%

75%

Jan

ua

ry 2

005

Fe

bru

ary

200

5M

arc

h 2

005

Ap

ril

2005

PC

all r

espo

nden

ts

Inte

rnet

acc

ess

resp

onde

nts

with

chi

ldre

n of

sch

ool a

geIn

tern

et a

cces

sal

l res

pond

ents

Inte

rnet

acc

ess

resp

onde

nts

with

chi

ldre

n of

SEC

ON

DA

RY

scho

ol a

ge

and

who

hav

e P

C

PC

resp

onde

nts

with

chi

ldre

n of

sch

ool a

ge

PC

resp

onde

nts

with

chi

ldre

n of

SEC

ON

DA

RY

scho

ol a

ge


If we compare the above mentioned data on Latvia with the information obtained

during the survey conducted in Lithuania, we can see that the tendency is the same:

the older a pupil is, the more often the household would have a computer with the

Internet connection. The Internet connection to a home computer more often is

available to pupils of large schools and secondary schools, as well as to boys more

often than to girls.

Is your home computer connected to the internet? (Pupils: Latvia - N=1369; Lithuania - N=1133)

40.5%

52.2%

31.7%

49.8%

21.6%

34.6%

40.7%

54.2%

64.3%

64.4%

40.0%

47.9%

48.1%

28.4%

54.9%

30.5%

49.2%

31.9%

57.8%

45.5%

57.7%

56.4%

59.2%

59.5%

47.8%

68.3%

50.2%

78.4%

65.4%

59.3%

45.8%

35.7%

35.6%

60.0%

52.1%

51.9%

71.6%

45.1%

69.5%

50.8%

68.1%

42.2%

54.5%

42.3%

43.6%

40.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Latvia

Latvia

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eF

emal

eP

rim

ary

sch

oo

lS

eco

nd

ary

sch

oo

lG

ymn

asiu

m5t

h6t

h7t

h8t

h

9th

10th

11th

12th

gra

de

Yes No


It should be indicated additionally that in Estonia public internet facilities (including

school PCs) are more important for rural children than for urban children. (“Tiger in

Focus: Executive Summary”, 2004). Hypothetically we can assume that rural children

relatively less often have a home computer and the Internet at home that is why it is

important to preserve their access at school or other public places.

Access to computers outside home and school shall be evaluated as very high. In

Latvia only 17,7% of the surveyed teachers have admitted that they have no access

to computer. But the percentage of such pupils in Latvia was only 8,2%, in Lithuania

– 8,3% and Estonia – 3%.

Most future teachers (65,3%) and pupils (58,8%) outside their home and educational

institutions most often have access to computers when visiting their friends. But

teachers, answering the question on access to computers, most often mentioned an

alternative answer – ‘a public library’ (44,0%). Also Lithuanian pupils, as well as

Latvians, most often outside their home have access to computers when visiting their

friends (67,9%).

Do you have access to a computer somewhere else than in school and at

home?Multiple question

44.0%

13.8%

34.2%

9.9%

10.9%

39.6%

58.4%

65.3%

23.2%

32.6%

30.7%

58.8%

15.8%

40.2%

32.5%

67.9%

3.8%

0% 20% 40% 60% 80%

At kin

At parents’ home

At work

At parent's work

In public library

In Internet cafe

At friends’ home

Pupils LithuaniaPupils LatviaStudents of pedagogy LatviaTeachers Latvia


3.2. Usage of ICT in education

Respondents within the quantitative study in Latvia and Lithuania (teachers, future

teachers and pupils) were asked the following question: “How often do you use a

computer for educational or leisure needs?”

In Latvia most actively computers are used by future teachers: 73,3% use them both

at school and university. A similar situation can be observed regarding approximately

one third of the surveyed teachers and pupils.

The data obtained during the Estonian study (“Tiger in Focus: Executive Summary”

2004) show that the time spent on PCs in school remained at the previous level

whereas out-of-school use of ICT increased significantly. It should be explained as

follows: – the time that students spend learning with computers in the classroom

depends on multiple factors. The study revealed that the number of computers, the

supportive attitudes of students and teachers, and ICT competence are not enough

to increase the implementation of ICT. The teaching regulations laid down by the

national curriculum impose strict limits on the study process. As a result of a rigid

curriculum the average amount of time per week that children use PCs in schools

remained unchanged. At the same time out-of-school usage increased significantly.

The portion of frequent users is higher among boys, but girls show are marked

increase across all time-span categories when compared to the girls’ data from

survey 2000.


3.2.1. Usage of PC at home.

In Latvia computers during studies/ during the lesson preparation process every day,

one or several times a week are used by more than half of the surveyed respondents

– the provided answers are from 58,3% regarding pupils to 72,1% regarding teachers

and to 71,2% regarding future teachers.

In Lithuania 74,6% of teachers regularly use computers at home, in order to prepare

for their work. Pupils more often use home computers for entertainment and not for

studies - 68,9% and 48,8% respectively.

How often do you use a computer at home for educational or leisure needs?

(N=teachers+students of pedagogy+pupils who have computers at home)

15.7%

24.1%

20.1%

35.7%

33.1%

47.1%

52.0%

38.9%

8.0%

6.0%

11.9%

9.1%

19.4%

11.5%

11.1%

10.5%

10.1%

1.8%

9.4%

5.7%

4.7%

2.0%

6.4%

3.4%

4.5%

20.2%

1.1%

2.7%

12.9%

49.9%

20.8%

19.0%

37.5% 8.4%

2.3%

22.3%

0.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania (forleisure needs)

Lithuania (foreducational

needs)

Latvia

Latvia

Lithuania

Pup

ils

Stu

dent

sof

peda

gogy

Teac

hers

Every day Once ar a few times every week Every second weekA few times every month A few times every trimester More seldomNever NA/DK


Regarding pupils, more active computer users for studies both in Latvia and

Lithuania are girls. But boys more often use computers for entertainment – see the

Chart on the next page.

In Lithuania, starting with Form 10, there is a relatively increasing number of the pupils,

who use computers for studies and not for having a rest or entertainment. Although

even up to Form 12 there is a prevalence of the users, who use computers for

entertainment, however, this prevalence with each Form is decreasing and reaching

the last Form of secondary school, it has become quite small: only for 3,6% more is

the number of the pupils, who at home use a computer for entertainment every day or

one/ several times a week.

A computer at home is mostly used for educational needs by the students from

gymnasiums, and it is least used for educational purposes by the students from basic

schools. Being aware that students from gymnasiums have more computers than

students from basic and secondary school, it could be claimed that the frequency of

home computer’s usage for educational needs directly proportional to the number of

students having computers at home while comparing them according to the type of

school, in which they learn. (Quantitative research, Lithuania)


How often do you use a computer at home for educational or leisure needs? (N=pupils who have computers at home)

20.3%

20.7%

36.2%

10.7%

15.8%

38.5%

12.0%

21.5%

55.3%

16.9%

25.0%

65.3%

22.6%

14.9%

13.9%

23.0%

17.4%

46.0%

16.8%

23.0%

45.4%

13.5%

25.8%

46.5%

14.4%

27.0%

57.9%

17.6%

23.8%

57.1%

19.2%

32.8%

39.0%

22.5%

33.6%

41.1%

19.7%

22.3%

38.2%

18.9%

36.3%

33.4%

17.4%

53.6%

42.3%

26.7%

35.3%

36.9%

24.8%

23.4%

41.3%

21.2%

32.1%

34.4%

14.3%

23.9%

36.5%

17.1%

41.9%

46.2%

24.7%

59.0%

8.2%

7.4%

9.2%

8.6%

11.4%

7.3%

7.5%

10.8%

7.1%

5.5%

8.8%

8.5%

9.9%

6.4%

19.2%

14.2%

11.9%

19.3%

10.5%

9.0%

19.2%

10.9%

9.9%

22.0%

14.4%

12.5%

4.6%

13.3%

8.0%

13.8%

10.9%

24.8%

11.9%

7.7%

18.6%

19.5%

10.3%

20.6%

16.1%

8.2%

17.6%

10.8%

12.8%

11.4%

11.1%

8.5%

7.6%

10.3%

11.4%

9.8%

9.7%

10.9%

11.5%

12.3%

11.3%

14.6%

8.7%

9.9%

10.9%

10.5%

7.3%

6.8%

6.9%

1.3%

5.1%

7.3%

8.5%

6.4%

4.4%

6.9%

14.5%

7.0%

7.2%

5.6%

26.6%

28.7%

6.3%

31.0%

35.2%

15.2%

9.1%

12.1%

7.0%

14.6%

20.4%

24.2%

25.9%

27.2%

30.7%

16.1%

62.4%

21.0%

15.9%

36.3% 8.6%

10.4%

7.2%

1.4%

3.6%

0.6%

2.7%

0.9%

1.7%

1.5%

3.6%

10.2%

2.2%

1.8%

2.3%

2.2%

5.4%

3.9%

6.5%

15.4%

1.5%

5.2%

14.4%

3.6%

16.6%

3.8%

0.8%

2.0%

2.1%

7.7%

9.6%

3.5%

13.8%

3.6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania (for leisure needs)

Lithuania (for educational needs)

Latvia



Latvia



Latvia



Latvia



Latvia

Latvia

Latvia

Latvia



Latvia



Latvia



Latvia



Latvia



Mal

eFe

mal

eP

rim

ary

scho

olS

econ

dary

scho

olG

ymna

sium

5th

6th

7th

8th

9th

10th

11th

12th

gra

de

Every day Once ar a few times every week Every second weekA few times every month A few times every trimester More seldomNever


In Latvia for the lesson preparation at home computers more often are used by male

teachers and teachers from secondary school with 0-5 years of pedagogical

experience, but in Lithuania – by female teachers from gymnasium with 6-15 years of

experience.

How often do you use a computer at home for work (in school) needs? (N=teachers who have computers at home) Figure NR.1.

36.1%

13.2%

51.1%

14.1%

33.1%

16.7%

35.9%

12.3%

25.7%

8.0%

29.0%

12.2%

39.2%

17.2%

43.2%

10.7%

39.3%

33.9%

34.1%

32.8%

40.3%

35.6%

43.1%

37.7%

35.6%

20.0%

39.2%

36.6%

38.1%

32.8%

40.0%

32.0%

3.7%

4.7%

5.3%

4.0%

3.7%

6.8%

12.7%

2.5%

10.0%

7.8%

5.7%

7.8%

12.2%

6.8%

9.0%

7.4%

13.9%

8.0%

11.5%

5.2%

9.3%

8.2%

10.5%

10.7%

2.9%

1.7%

2.9%

4.7%

0.7%

3.8%

3.0%

4.0%

4.0%

2.8%

1.5%

3.7%

1.1%

2.9%

5.0%

6.3%

0.8%

12.7%

12.9%

9.1%

13.7%

9.0%

20.8%

17.5%

11.9%

22.5%

34.9%

28.1%

29.5%

33.8%

52.0%

37.6%

29.1%

32.0%

34.3%

15.0%

37.3%

40.0%

2.8%

2.9%

7.5%

2.8%

2.0%

5.0%

1.0%

2.2%

2.8%

2.0%

2.0%

2.0%2.0%

2.0%

1.5%

1.6%

1.7%

2.5%

3.9%

3.0%

5.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eFe

mal

e0-

5 ye

ars

6-15

yea

rs16

-30

year

s

Ped

agog

ical

expe

rien

ce31

+ ye

ars

Pri

mar

ysc

hool

Sec

onda

rysc

hool

Gym

nasi

um



3.2.2. Usage of PC in school and university.

Both in Latvia and Lithuania pupils most often use computers in order to prepare for

the humanities, they are followed by the sciences, most of which are related to

learning IT. A similar situation can be observed regarding the Internet usage by

pupils.

During classes or lectures computers are regularly used by 79,3% of pupils in

Lithuania and by 58,3% in Latvia. The percentages regarding teachers are 30% and

13,3% respectively. Future teachers in Latvia during lectures regularly use computers

in 41,6% of cases.

How often do you use a computer during lessons in school/university?

8.9%

18.6%

4.4%

8.8%

20.8%

32.7%

11.4%

8.9%

70.5%

37.5%

4.0%

8.4%

19.8%

12.6%

5.6%

10.2%

11.9%

15.8%

32.5%

11.6%

10.1%

8.9%

18.9%

2.4%

6.4%

9.9%

24.8%

47.1%

3.6%

2.0%

4.5%

5.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia (N=101)

Lithuania(N=528)

Latvia (N=450)

Lithuania(N=1133)

Latvia (N=1369)

Stu

dent

sof

peda

cogy

Teac

hers

Pup

ils

Every day Once or a few times every week Every second weekA few times every month A few times every trimester More seldomNever I do not know


Both in Latvia and Lithuania regarding pupils a more active computer usage during

classes can be observed in the oldest forms and in the largest schools, as well as

speaking about girls.

How often do you use a computer during lessons in school?

(Pupils: Latvia - N=1369; Lithuania - N=1133)

11.4%

21.0%

6.1%

20.7%

4.3%

15.8%

9.4%

21.5%

20.0%

25.0%

13.9%

4.9%

6.1%

23.0%

6.2%

25.8%

10.8%

27.0%

29.5%

23.8%

66.8%

36.3%

74.7%

39.0%

67.7%

41.1%

72.9%

38.2%

72.4%

33.4%

42.3%

26.7%

35.3%

25.7%

36.9%

71.5%

41.3%

83.2%

34.4%

81.3%

36.5%

59.0%

46.2%

8.6%

8.2%

7.4%

9.2%

8.6%

11.4%

7.3%

7.5%

10.8%

7.1%

5.5%

8.8%

8.5%

10.5%

9.9%

9.6%

14.2%

14.0%

10.5%

10.9%

4.1%

14.4%

4.6%

13.3%

8.0%

22.9%

13.8%

14.6%

11.9%

6.9%

19.5%

16.1%

3.8%

10.8%

2.4%

11.4%

1.7%

8.5%

2.7%

10.3%

2.1%

9.8%

10.2%

10.9%

11.5%

12.3%

9.0%

11.3%

1.4%

8.7%

10.9%

1.4%

7.3%

6.9%

7.3%

5.4%

8.5%

6.4%

4.4%

6.9%

14.5%

7.0%

10.4%

7.2%

5.6%

3.9%

2.2%

2.3%

5.2%

7.2%

6.3%

4.7%

9.1%

12.1%

7.0%

25.7%

0.0%

6.4%

14.9%

23.0%

17.4%

4.2%

8.1%

0.6%

3.1%

2.6%

2.2%

1.3%

1.0%

0.9%

1.7%

1.9%

1.8%

5.4%

5.2%

3.6%

3.6%

1.8%

3.5%

2.1%

3.7%

2.0%

1.6%

0.7%

1.5%

0.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Latvia

Latvia

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eF

emal

eP

rim

ary

sch

oo

lS

eco

nd

ary

sch

oo

lG

ymn

asiu

m5t

h6t

h7t

h8t

h

9th

10th

11th

12th

gra

de

Every day Once ar a few times every week Every second weekA few times every month A few times every trimester More seldomNever I do not know


Male teachers much more often than female teachers use a computer during lessons

at school – it is proven by the data obtained during the Latvia’s and Lithuania’s

quantitative studies:

How often do you use a computer during lessons in school?

(Teachers: Latvia - N=450; Lithuania - N=528) NR.1.

39.8%

12.5%

13.5%

3.7%

22.2%

6.0%

14.9%

9.6%

3.7%

7.8%

4.5%

3.9%

11.1%

2.0%

11.2%

17.5%

11.5%

8.0%

8.2%

7.5%

16.9%

13.5%

11.7%

5.9%

6.3%

12.9%

10.6%

12.8%

7.8%

13.1%

12.0%

15.0%

2.4%

1.5%

8.3%

4.7%

3.1%

3.8%

3.4%

4.0%

8.2%

15.0%

13.8%

9.6%

11.5%

7.9%

14.1%

14.4%

6.8%

11.6%

11.1%

6.0%

19.4%

5.0%

35.8%

12.2%

30.0%

35.7%

8.3%

36.5%

13.6%

29.4%

9.4%

25.9%

9.8%

33.5%

12.7%

44.4%

14.0%

12.5%

19.5%

18.0%

30.6%

17.8%

15.6%

19.7%

20.1%

16.0%

22.5%

30.0%

53.0%

13.6%

12.9%

53.1%

27.3%

44.7%

12.2%

19.4%

37.6%

4.9%

4.7%

4.0%

4.6%

18.8%

10.0%

46.0%

20.2%

47.1%

29.9%

40.7%

28.8%

49.5%

52.8%

25.3%

21.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eF

emal

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ity

To

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Vill

age

0-5

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15 y

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16-3

0 ye

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Ped

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Latvian and Lithuanian schools are more or less provided with computers; therefore,

pedagogues who even do not have a computer at home have possibility to work with

it at school.

Outside classes school computers are used by teachers much more actively than

during classes (in Latvia - 58,9%; +45,6%; in Lithuania – 63,5%; +33,5%). In Latvia

also future teachers are active at using computers between lectures – 52,5%. But

Latvia’s pupils outside classes use school computers much less often than during

classes – 33,6% (-24,7%).

How often do you use a computer in school beside lessons?(N=teachers+students of pedagogy+pupils)

34.3% 29.2%

14.7%

8.0%

15.8%

9.5%

30.7%

36.6%

24.1%

28.2%

4.0%

5.3%

6.1%

20.8%

6.3%

11.8%

15.3%

8.9%

6.5%

9.1%

13.1%

6.4%

5.9% 7.9%

8.2%

32.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia (N=2169)

Latvia (N=101)

Latvia (N=450)

Lithuania (N=5283)

Pup

ils

Stu

dent

s o

fpe

dag

ogy

Teac

hetr

s



In the study conducted in Estonia (“Tiger in Focus”: Executive Summary, 2004) a

different methodology was used, that is why it would not be correct to compare the

obtained data with the Latvia’s and Lithuania’s results. However, it is worth to mark

illustratively the main findings of the Estonia’s study that school computers have

become more accessible to pupils beside lessons. 47% of pupils can use computers

after class, although they must obtain permission for this. Without permission 32% of

pupils can access computers during breaks and 42% after class. Findings revealed

that access is more strictly controlled in Russian-speaking- schools, where 67% of

pupils must ask for special permission. Over the four-year period, students in

Estonian urban schools became less interested in the option of using school

computers, while in Russian-speaking schools the opposite trend was observed. In

rural schools pupils remain very interested in using computers outside class-time –

only 9% expressed no interest in this.

Junior and male teachers use computer beside lessons more often than elder ones.

Quite evident differences between the residents of town and city and residents of

village are noted on this point in Lithuania. A computer is used every day or several

times a week by 50 percent of teachers from village while this number for the

resident of city and town respectively comprises 63 and 68 percent. (see the Chart

on the next page)


How often do you use a computer in school beside lessons? (N=teachers) Figure NR.1.

31.0%

30.0%

37.7%

33.0%

31.6%

38.9%

22.0%

27.1%

58.6%

32.8%

38.6%

31.8%

24.1%

30.9%

24.8%

24.0%

29.7%

27.8%

25.9%

22.5%

36.1%

16.7%

28.0%

35.5%

25.3%

32.8%

31.4%

24.2%

33.5%

31.4%

23.8%

20.0%

5.4%

5.5%

8.3%

7.8%

3.9%

4.0%

7.9%

17.2%

11.7%

14.4%

10.5%

16.8%

16.7%

16.0%

12.1%

9.2%

7.8%

7.9%

11.4%

20.0%

12.3%

21.8%

16.0%

9.9%

14.0%

9.8%

14.4%

9.5%

9.0%

5.6%

18.0%

2.3%

4.7%

14.3%

14.7%

9.3%

19.8%

12.0%

6.5%

5.6%

6.9%

8.1%

7.5%

6.5%

16.0%

7.9%

7.6%

37.5%

47.5%

32.5%

27.7%

5.0%

4.7%

6.8%

12.5% 2.5%

9.3%

9.8%

2.5%

4.7%

6.8%

6.5%

6.1%

5.9%

12.0%

4.6%

9.8%

9.9%

6.4%

12.0%

7.5%

8.5%

12.5%

8.3%

4.7%

9.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eFe

mal

eC

ityTo

wn

Vill

age

0-5

year

s6-

15 y

ears

16-3

0 ye

ars

Ped

agog

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rien

ce31

+ ye

ars



Computers at school beside the lessons are more often used by teachers of

informatics (Lithuania), social sciences (Latvia) and more seldom by specialists of

basic education (Lithuania). The usage of school computers of beside lessons

depends on the type of school. In Lithuania teachers working in gymnasiums use

computers more often than teachers of basic and secondary schools.

How often do you use a computer in school beside lessons? (N=teachers) Figure NR.2.

32.7%

37.3%

53.6%

26.2%

24.5%

29.7%

34.0%

30.0%

25.8%

33.1%

84.9%

12.5%

25.8%

4.2%

33.3%

28.6%

26.6%

27.6%

27.8%

27.2%

27.9%

30.2%

30.2%

35.0%

35.1%

23.2%

13.7%

37.5%

32.3%

50.0%

33.3%

28.6%

5.2%

6.8%

4.7%

6.0%

11.1%

14.3%

16.8%

13.6%

15.6%

9.7%

11.3%

20.4%

12.9%

13.2%

15.0%

15.9%

11.9%

1.4%

15.6%

25.0%

15.9%

14.1%

7.5%

5.2%

7.8%

15.6%

15.1%

15.2%

10.6%

6.5%

4.2%

11.1%

28.6%

7.0%

6.0%

11.1%

7.9%

11.1%

11.6%

7.5%

7.9%

3.1%

27.1%

28.6%

32.2%

29.1%

3.2%

5.0%

4.7%

10.7%

6.5%

8.2%

31.3%

5.0%

10.8%

6.8%

9.7%

5.2%

7.3%

2.1%

16.1%

7.9%

10.0%

8.2%

14.6%

7.5%

6.1%

16.7%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Lithuania

Latvia

Lithuania

Latvia

Latvia

Pri

mar

ysc

hool

Sec

onda

rysc

hool

Gym

nasi

umH

uman

ityS

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atur

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3.2.3. Usage of Internet.

In Latvia 68,3% of future teachers and 50,4% of pupils regularly (every day or several

days a week) use the Internet for their studies at school, university or home. In

Lithuania pupils regularly use the Internet at school (42%), but 29,2% – at home.

Teachers in Latvia and Lithuania regularly use the Internet for studies in 38,7% and

26,7% of cases respectively.

It should be noted that the Internet usage in teaching is one of the research’s

questions, which are mostly determined by the social-demographic factors.

Internet is used in teaching more (see the Chart on the next page):

- by junior teachers having less experience of pedagogical work;

- more by the teachers from city (Lithuania) or town (Latvia) than the teachers

from village;

- more by male than female teachers.

How often do you use internet for learning needs/ teaching?(N=teachers+pupils+students of pedagogy)

3.3%

16.8%

11.6%

9.1%

38.7%

51.5%

27.1%

17.6%

8.9%

5.3%

25.4%

5.0%

12.4% 16.0%

22.1%

10.3%

12.9%

18.9%

37.5% 7.5%

14.8%

9.8%

28.0%

10.9%

12.0%

25.8%

5.7%

9.8%

15.5%

4.0%

14.9%

7.0%

2.0%

50.2%

14.6%

14.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania (athome)

Lithuania (atschool)

Latvia

Latvia

Lithuania

Pup

ils

Stu

dent

sof

peda

gogy

Teac

hers



-

How often do you use the internet in teaching? (N=teachers who have computers at home) Figure NR.1.

6.9%

10.2%

10.6%

12.0%

7.3%

16.7%

6.1%

10.3%

14.0%

12.5%

12.4%

14.4%

7.5%

9.8%

3.1%

10.0%

15.3%

26.8%

18.8%

27.0%

18.5%

25.0%

8.2%

27.6%

25.6%

28.1%

17.5%

26.5%

13.0%

27.9%

17.5%

24.0%

5.1%

6.0%

2.8%

7.8%

5.4%

4.0%

15.0%

10.0%

28.4%

12.2%

26.3%

11.0%

29.1%

13.9%

12.2%

12.6%

30.2%

10.9%

26.3%

13.6%

27.3%

11.8%

19.6%

10.0%

16.0%

27.9%

15.4%

21.8%

15.5%

29.1%

19.4%

34.7%

17.4%

12.5%

25.5%

28.0%

17.2%

29.9%

22.0%

7.5%

9.5%

13.9%

24.0%

21.5%

22.5%

15.9%

38.8%

12.8%

18.2%

15.9%

24.2%

18.0%

25.0%

27.0%

30.0%

4.5%

5.1%

7.5%

9.8%

13.6%

10.0%

8.0%

12.7%

14.4%

15.0%

12.9%

10.9% 17.2%

15.4%

8.3%

18.0%

16.6%

10.0%

22.0%

14.2%

29.9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Mal

eFe

mal

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ityTo

wn

Vill

age

0-5

year

s6-

15 y

ears

16-3

0 ye

ars

Ped

agog

ical

expe

rien

ce31

+ ye

ars

Every day Once ar a few times every week Every second weekA few times every month A few times every trimester More seldomNever DK/NA


It should be noted that Internet in teaching is used more by teachers working in

gymnasiums (Lithuania) or secondary schools (Latvia) than the teachers working in

primary schools. The Internet is most widely used by the teachers of informatics

(Lithuania); and of social as well as natural sciences (Latvia).

How often do you use the internet in teaching? (N=teachers who have computers at home) Figure NR.2.

7.0%

17.9%

18.8%

9.7%

3.4%

10.8%

3.9%

10.0%

2.7%

13.9%

39.7%

6.9%

6.5%

11.1%

14.3%

18.7%

31.3%

20.8%

24.3%

9.6%

25.9%

21.6%

30.0%

12.8%

27.8%

39.7%

13.8%

32.3%

15.0%

22.2%

28.6%

4.5%

7.8%

6.9%

2.6%

22.2%

23.3%

13.1%

27.8%

9.0%

27.1%

33.6%

12.5%

35.3%

10.0%

25.5%

11.9%

11.0%

27.6%

20.0%

30.5%

21.9%

16.4%

20.8%

16.5%

28.8%

21.6%

34.9%

15.2%

6.8%

6.5%

11.1%

14.3%

16.4%

11.6%

11.1%

24.3%

24.6%

12.5%

24.7%

17.6%

24.2%

31.0%

1.9%

0.4%

0.7%

11.1%

8.5%

6.7%

25.8%

15.2%

4.7%

10.0%

16.1%

13.6%

13.1%

15.0%

20.7%

15.9%

12.6%

9.0%

10.0%

42.9%

12.9%

8.7%

2.7%

11.1%

65.0%

17.8%

11.9%

17.5%

15.9%

15.0%

15.2%

25.8%

0.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Latvia

Lithuania

Lithuania

Latvia

Lithuania

Latvia

Latvia

Pri

mar

ysc

hool

Sec

onda

rysc

hool

Gym

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Every day Once ar a few times every week Every second weekA few times every month A few times every trimester More seldomNever DK/NA


In pupils audience Internet for learning is mostly used in the city and it is used least in

village since the number of computers and the number of Internet access in village

are also less than in a city/town.

In Lithuania the usage of computer during the lessons depends on the grade of a

pupil. The pupils use computers mostly during the lessons of informatics. Informatics

is scheduled in the plans of teaching as a compulsory subject in grades from 9 to 11.

However, it is optional in the 8th grade, therefore, computers are used less

frequently. The usage of a computer in the 12th grade decreases since informatics is

used only by those who are going to pass the exam of informatics.

The Chart on the next page shows how pupils use a computer at home for

educational needs. It should be noted that although the informatics is not studied in

the 8th grade in Lithuania, pupils use a computer in similar manner as in 9th and 10th

grade, where informatics is already studied. A home computer is started to be used

more intensively for educational needs in the 11th and 12th grades.

In Latvia, starting from Form 9, there is a constantly increasing number of the pupils,

who use the Internet for educational needs (see the Chart on the next page).


How often do you use internet for learning needs? (Pupils: Latvia - N=1369; Lithuania - N=1133)

3.8%

12.2%

8.4%

2.7%

7.5%

6.8%

0.8%

14.3%

9.3%

3.3%

18.4%

22.8%

10.2%

7.9%

7.3%

13.2%

10.5%

5.1%

2.1%

12.8%

7.3%

1.0%

18.1%

10.0%

1.9%

21.3%

12.7%

6.0%

20.2%

20.8%

6.5%

37.8%

37.1%

15.0%

39.7%

36.6%

9.6%

35.5%

39.2%

22.6%

38.6%

36.7%

32.9%

48.8%

36.3%

22.7%

40.4%

41.9%

16.9%

23.2%

34.4%

16.0%

38.1%

41.2%

13.7%

38.5%

42.1%

23.6%

43.5%

48.6%

33.8%

51.9%

7.9%

6.9%

7.0%

8.7%

7.6%

4.9%

6.9%

6.7%

8.1%

9.0%

9.3%

8.7%

8.2%

13.8%

30.1%

11.4%

16.0%

25.9%

7.9%

12.4%

28.5%

10.3%

16.9%

28.4%

11.8%

25.9%

5.9%

10.1%

6.3%

10.5%

15.4%

26.8%

11.1%

15.6%

28.3%

15.3%

16.2%

28.8%

13.7%

14.2%

28.6%

8.7%

26.0%

8.5%

12.3%

11.0%

18.8%

9.6%

14.6%

10.1%

18.7%

4.6%

11.9%

8.2%

10.2%

25.4%

14.3%

12.6%

10.2%

16.7%

8.2%

13.8%

8.2%

2.6%

10.4%

7.9%

8.6%

6.8%

5.2%

9.2%

10.8%

9.5%

6.1%

7.1%

55.5%

12.9%

21.7%

65.3%

20.6%

11.1%

27.4%

30.4%

14.8%

53.7%

22.5%

57.3%

19.9%

52.6%

14.1%

8.1%

13.7%

12.2%

37.9%

22.5%

7.0%

15.6%

9.1%

5.9%

7.2%

9.7%

7.8%

3.8%

7.6%

6.3%

5.2%

1.2%

8.8%

5.1%

3.4%

6.1%

3.3%

1.6%

2.3%

10.9%

44.0%

9.0%

27.5%

7.2%

12.8%

11.1%

2.2%

5.2%

16.1%

13.1%

45.3%

15.9%

2.2%

44.4%

33.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania (at home)

Lithuania (at school)

Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Latvia

Latvia

Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Latvia

Lithuania (at home)


Mal

eFe

mal

eP

rim

ary

scho

olS

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dary

scho

olG

ymna

sium

5th

6th

7th

8th

9th

10th

11th

12th

gra

de



When asked on how respondents learn about the Internet homepages, where they

can obtain the necessary information for their studies, they as an information source

most often mentioned their friends (69,2% of pupils in Latvia, 63,3% - in Lithuania

and 62,4% of future teachers in Latvia). Approximately one third of students admit

that they look for the necessary information themselves, using the Internet browsers

(pupils in Latvia – only 13,8%), whereas family members are a more significant

source of information in the case of pupils.

The boys find out about the useful websites for learning from elsewhere (other

websites and alike) more frequently than girls who find out this information from

teachers and friends (Quantitative research Lithuania).

How do you find out about the websites where the useful information for your learning is?Multiple question

2.0%

60.4%

62.4%

7.1%

38.2%

63.3%

13.8%

15.2%

41.6%

69.2%

35.6%

0% 20% 40% 60% 80%

Internet search programm

From family members

From teachers

From friends

Pupils LatviaPupils LithuaniaStudents of pedagogy Latvia


A stable second position regarding the provision of information on the Internet

homepages, in the opinion of future teachers and pupils, is taken by teachers and

university teachers (60,4% and 41,6% in Latvia respectively and 38,2% (pupils)

Lithuania). Teachers themselves also admit that they regularly (Lithuania – 23,8%;

Latvia 22,7%) or at least sometimes (Lithuania – 65,3%; Latvia 56,4%) recommend

their pupils to use the necessary Internet resources.

How often do you recommend your pupils the specific websites

where they can find the material relevant to their learning?(N=teachers)

22.7%

23.8%

56.4%

65.3%

20.9%

10.9%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania

Constantly Sometimes Never


3.2.4. Usage of programs in education

In Latvia the majority of the surveyed pupils and future teachers admitted that they

have been taught to work with basic Microsoft software – MS Word, MS Excel and

MS PowerPoint, as well as with the Internet. Pupils’ training level to a larger (Excel,

PowerPoint) or smaller extent (Word, Internets) falls behind that of future teachers

regarding all the showings.

In Latvia regarding all questions on the performance of certain activities in the

environment of basic Microsoft programs and in the Internet definite leaders are the

future teachers, who most often use various technological possibilities and solutions

in training process.

When comparing pupils’ answers in Latvia and in Lithuania, we can see that the

possibilities, provided by software, more actively are used by Latvia’s pupils.

Students of pedagogy and pupils in Latvia, who have been taught to work with ...

75.2%

71.2%

91.1%

90.7%

99.1%

100.0%

100.0%

96.0%

0% 20% 40% 60% 80% 100%

Internet

MS PowerPoint

MS Excel

Microsoft Word

Students of pedagogy Latvia

Pupils Latvia




Pupils Latvia

Pupils Latvia

Pupils Latvia


Regarding software usage, teachers in Latvia essentially fall behind not only future

teachers but also their pupils. The said tendency is repeating, both when speaking

about MS Word, MS Excel, MS PowerPoint and the Internet. It means that students

and also pupils rather perceive the ICT usage in training process as a suitable and a

natural phenomenon.

USAGE OF MICROSOFT WORD in doing homeworks and preperation for lessons/ during the lessons

66.1%

56.4%

34.4%

56.4%

23.3%

13.8%

17.1%

9.1%

42.4%

45.2%

60.4%

78.6%

94.1%

88.4%

96.0%

0% 25% 50% 75% 100%


Pupils Latvia

Pupils Lithuania

Teachers Latvia (in preperation for lessons)

Teachers Latvia (during the lessons)


Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania



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con

tent


USAGE OF MS EXCEL in doing homeworks and preperation for lessons/ during the lessons

13.8%

11.1%

5.3%

80.2%

47.1%

41.7%

31.8%

13.1%

73.3%

39.4%

83.2%

33.6%

21.3%

12.8%

6.4%

0% 25% 50% 75% 100%


Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania



To p

erfo

rm s

impl

em

athe

mat

ical

ope

ratio

ns

To

perf

orm

mat

hem

atic

alop

erat

ions

usi

ng th

est

anda

rd s

et o

f for

mul

asTo

mak

e ta

bles


USAGE OF MS POWER POINT in doing homeworks and preperation for lessons/ during the lessons

15.2%

12.2%

9.1%

49.5%

37.4%

15.1%

6.4%

6.2%

11.1%

29.1%

14.7%

50.5%

73.3%

44.0%

65.3%

0% 25% 50% 75% 100%


Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania



For

text

ual p

rese

ntat

ions

For

pre

sent

atio

n co

ntai

ning

diag

ram

s an

d pi

ctur

esFo

r pr

esen

tatio

n co

ntai

ning

anim

atio

n an

d so

und


USAGE OF INTERNET in doing homeworks and preperation for lessons/ during the lessons

71.1%

24.7%

12.0%

42.6%

25.9%

9.2%

6.2%

2.7%

33.3%

42.5%

50.4%

60.9%

99.0%

82.8%

96.0%

0% 25% 50% 75% 100%


Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania




Pupils Latvia

Pupils Lithuania



For

sear

ch o

f inf

orm

atio

n

For

elec

tron

icco

rres

pond

ence

To

cre

ate

pers

onal

web

site

s


An interesting situation can be observed, if we compare data on the teachers, who

for the preparation of homework makes pupils use ICT, and data on the pupils, who

use ICT in the homework preparation process. We can conclude that teachers less

often make pupils use computer technologies than the pupils use them themselves.

Software usage from pupils’ side is partly voluntary – in accordance with their own

will – not waiting for teachers’ requirements or recommendations. It is possible that

pupils are more used to computer technologies and to their usage than their

teachers. An additional explanation also could be as follows: not always it is possible

to ensure that all pupils have access to a computer, that is why teachers cannot set

categorical requirements regarding program usage.

Usage of programms in learning/ teaching process(N=TEACHERS, that direct pupils to use IT for homeworks, + PUPILS, that use IT for

preparing their homeworks)

4.4%

14.9%

79.4%

8.3%

15.4%

16.7%

24.1%

6.1%

11.8%

21.9%

71.1%

82.0% 92.3%

82.1%

24.3%

41.1%

35.0%

46.0%

49.2%

27.0%

63.5%

86.4%

39.0%

52.8%

To w rite the text

To arrange the text; toformat the tables and

diagrams

To insert hyperlinks and todesign content

To perform simplemathematical operations

To perform mathematicaloperations using the

standard set of formulas

To make tables

For textual presentations

For presentationcontaining diagrams and

pictures

For presentationcontaining animation and

sound

For search of information

For electroniccorrespondence

To create personalw ebsites

Mic

roso

ft W

ord

MS

Exc

elM

s P

ower

Poi

ntIn

tern

et

Teachers Latvia (N=228) Pupils Latvia (N=2078)


Both in Latvia and Lithuania several situations were described for the surveyed

teachers and they were asked to evaluate how often in the particular school year

they have faced them. The following Chart shows teachers’ answers.

We can see that as soon as a situation is presented, when a pupil is asked to work

with complicated technologies (for example, A pupil accumulates and changes

contents in the virtual work environment or Pupils use simulators and browsers to get

access and investigate specific information), there is a considerable increase in the

number of the teachers, who never face the relevant situation.

Besides, very scarce is the feedback from pupils, using e-mail to share the

information on materials found on the Internet. A large part of teachers (83,1% in

Latvia and 68,2% in Lithuania) in this school year have not had such kind of

experience.

A computer is mostly used to search for information. It should be noted that teachers

tend to provide students the assignments of search without giving them the

addresses of particular websites. The least part of teachers used a computer for

experiments, the stimulation of experiments, students’ research. Thus, a computer is

used rather as a mediator of information transfer processes than the instrument of

research or instrument of knowledge construction. We can conclude that in ICT field

just the very minimum is being done and computer technologies are rather used

passively and not actively.


How often do you face with following situations during teaching process?

(N = all teachers)

4,7%

2,4%

11,0%

3,4%

4,7%

27,1%

11,3%

23,8%

12,7%

25,1%

20,2%

42,0%

18,2%

16,4%

19,1%

40,4%

35,7%

40,2%

25,6%

40,7%

25,8%

45,8%

40,3%

35,9%

43,1%

45,9%

41,1%

38,2%

30,7%

14,3%

3,6%

3,1%

1,6%1,8%

1,8%

1,4%

0,2%

0,9%

0,7%

1,2%

0,4%

0,9%

1,0%7,2%

5,2%

4,4%

9,5%

2,2%

10,7%

10,7%

21,8%

20,1%

72,8%

73,6%

68,2%

69,2%

44,4%

76,4%

83,1%

3,6%

4,4%

4,9%

3,6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

LATVIA

LITHUANIA

LATVIA

LITHUANIA

LATVIA

LITHUANIA

LATVIA

LITHUANIA

LATVIA

LITHUANIA

LATVIA

LITHUANIA

LATVIA

LITHUANIA

Pup

ils w

rite

e-

mai

ls to

me

tosh

are

the

info

rmat

ion

they

have

foun

d in

Inte

rnet

Pup

ils u

sesi

mul

ator

s an

dbr

owse

rs to

get

acce

ss a

ndin

vest

igat

esp

ecifi

cin

form

atio

n

A p

upil

accu

mul

ates

and

chan

ges

cont

ents

in th

e vi

rtua

l wor

ken

viro

nmen

t

Pup

ils r

ecei

ve a

task

, for

the

prep

arat

ion

ofw

hich

they

hav

eto

find

info

rmat

ion

in s

peci

ficho

mep

ages

Whe

n pu

pils

hav

eto

ana

lyze

and

proc

ess

info

rmat

ion,

they

use

Wor

d, E

xcel

,P

ower

Poi

nt to

show

wha

t the

yha

ve le

arne

d

Pup

ils u

seso

ftw

are

for

thei

rda

ily s

tudi

es a

ndas

aux

iliar

ym

eans

whe

nst

udyi

ng

Pup

ils r

ecei

ve a

task

, for

the

prep

arat

ion

ofw

hich

they

inde

pend

ently

have

to fi

nd s

ome

info

rmat

ion

inIn

tern

et

in almost all classes in 3-9 classes in 1-2 classes never DK/ NA


In Lithuania teachers were asked on how often in this school year they have used

specific criteria or instruments, in order to evaluate their pupils’ results. In this school

year on the whole most often teachers have asked pupils to present their work

publicly in the classroom, in order to receive both teacher’s and classmates’

evaluation (this method was used in 68,9% of cases). But least often (in total in

15,4% of cases in this school year) respondents have used a digital portfolio, in order

to register pupils’ results. At the same time its usage is extreme – teachers either use

it in every class (13,3%) or do not use it at all (84,6%).

How often did you use the following criteria and instruments of evaluation while grading your students during this academic year?

(N=teachers Lithuania)

25.2%

25.0%

38.0%

3.9%

5.7%

0.9%

1.4%

13.3%

22.7%

11.8%

8.2%

0.7%

15.3%

1.4%

25.6%

31.1%

61.7%

75.1%

48.4%

84.6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The digital portfolio wasused to register progress

and to grade students

Students registered theirown progress for each

topic with a study-planneron a computer and youmonitored the generalprogress and provided

feedback

Students used tests fromthe Web and for which they

received graduos

The software was used toexamine students

Students used informationtechnologies to presenttheir work in the class.

They were evaluated by ateacher and/or the whole

class

in almost all classes in 3-9 classes in 1-2 classes never


3.2.5. Support of ICT in education.

3.2.5.1. Support of teachers in Latvia

Almost three fourths of Latvia’s teachers (71,3%) admit that they more or less help

each other regarding ICT related matters.

At the same time almost half of teachers (48,2%) have also indicated that they do not

have a support for the ICT usage in the study process outside their school’s team.

Such results most probably show that in the case of ICT problems schools mainly

look for a solution, relying on their own resources and not looking for an external

assistance.

Speaking about teachers of your school, to what extent do you help each other regarding ICT-related matters?

LATVIA(N=teachers)

Help to a very large extent

18,9%

Help sometimes52,4%

Help neither to a small, nor a large

extent9,8%

Help to a small extent15,6%

Do not help at all2,9%

NA0,4%

To what extent do you have access to the ICT usage in training process, if it comes from other sources and not from your school?

LATVIA(N=teachers)

Very much accessible

6,9%

Accessible sometimes

35,6%

Neither small, nor large access

10,2%

Small access29,1%

No access at all19,1%

NA1,1%


3.2.5.2. Support of pupils in Latvia and Lithuania.

On the basis of quantitative survey data in Latvia and Lithuania, we can state that the

pupils most often get the assistance to answer the questions related to IT usage

matters from teachers of informatics. Most computer teachers (97,4%) and pupils (in

Latvia 80,9% and in Lithuania – 77,0%) consider that in the case of uncertainty they

can ask their IT teacher for advice, but the future teachers in Latvia are equally

(54,5%) sure that they should ask for help both their IT teacher and their course

mates. It should be stressed that IT teachers again provide a more positive

evaluation than the other audiences, in the particular case – than pupils. Only 1,3%

of all IT teachers have answered that the help is not available, whereas this answer

variant was selected by 11,9% of pupils in Latvia and by 15,6% in Lithuania.

The formation of special crew of pupils consulting on the questions of IT usage would

be purposeful and useful, however, unfortunately there is no such a practice,

especially in Lithuania, to form special crews of pupils for mutual assistance which

could help to clarify the problems raised in IT usage field. But, as it can be seen, in

the opinion of future teachers, such organization of help is quite successful.

Is there any organized help in IT-matters for pupils/ students in your school/ university?

Multiple question

6,4%

7,2%

5,9%

5,9%

15,6%

11,9%

1,3%

1,1%

10,9%

6,5%

34,7%

7,9%

6,6%

24,8%

54,5%

77,0%

80,9%

1,0%

54,5%

97,4%

0% 20% 40% 60% 80% 100%


Pupils Lithuania

Pupils Latvia

IT teachers Latvia


Pupils Lithuania

Pupils Latvia

IT teachers Latvia


Pupils Lithuania

Pupils Latvia

IT teachers Latvia


Pupils Lithuania

Pupils Latvia

IT teachers Latvia


Pupils Lithuania

Pupils Latvia

IT teachers Latvia

Oth

erH

elp

is n

otav

aila

ble

A h

elpd

esk

with

a c

rew

of

pupi

ls/

stud

ents

Info

rmat

ion

Tech

nolo

gies

tech

nici

an

Com

pute

rS

cien

cete

ache

r


3.2.5.3. Cooperation among schools

Within the study teachers and IT teachers (the quantitative study in Latvia) were

asked a question on the co-operation in ICT matters among schools. When analyzing

the results, we can observe a tendency to mutually ‘help’ each other with immaterial

values, i.e.: in more than half of cases schools share their experience on ICT

matters; in one third of cases – with training materials; only in about 10% of cases

they commonly use equipment (mainly such co-operation takes place within project

weeks or common activities). Such results, on the one hand, reflect the fact that IT

technologies are a tangible value, for which each specific school is materially liable,

but, on the other hand, they reflect that ICT are perceived as a ‘treasure’, meant for

their own usage.

Does your school share ... with the neighboring schools?

LATVIA

52.6%

36.8%

10.5% 9.0%

36.7%

54.3%Experience

Training materials

Equipment

IT teachers Teachers


3.2.6. Confidence in ability to use ICT

Most confident of their abilities (‘very’ and ‘rather confident’ of themselves), when

using a computer in training process, are Lithuanian teachers (66,6%), followed by

Latvia’s future teachers and pupils, who are 59,4% and 57,8% of cases respectively.

But from teachers in Latvia more often than from the other groups of survey

participants we received the answer alternative ‘feeling very unconfident’ (12,7%).

The said results could be explained as follows – teachers in Latvia relatively less

often than their Lithuanian colleagues have access to a home computer, they also

less often use ICT in study process (both during classes and when preparing for

them) thus their usage experience is not so large and the teachers themselves

feel unconfident.

How confident or unconfident of your abilities do you feel , when using a computer in the study process?

6.0%

24.4%

31.1%

42.2% 20.5%

15.7%

12.9%

20.7%

7.2%

6.0%

5.9%

12.7%

5.1%

12.5%

16.8%

45.3%

42.6%

20.5%

29.5%

21.8%

0.6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Latvia

Latvia

Lithuania

Pup

ilsS

tude

nts

ofpe

dago

gyTe

ache

rs

Very confident Rather confident Neither confident, nor unconfident

A little unconfident Very unconfident NA/DK


In Estonia in the quantitative study („Tiger in Focus” – Executive Summary, 2004) a

different methodology was used – teachers were asked to estimate their competence

themselves on a 3-point scale; statements were dividend into 2 categories. The first

category measured general skills in using ICT; the second category measured the

professional application of ICT in teaching the subject. As we might expect, teachers’

general skills were higher than their professional ICT competence. Comparing with

2000, we can observe a rapid increase in the number of the teachers, who evaluate

their competence level, application of ICT in teaching the subject as being high.


3.3. Supply and usage of digital teaching materials

The surveyed respondents (teachers and IT teachers) in Latvia evaluate school

maintenance with digital training aids more critically than their Lithuanian colleagues

– the maintenance with digital training materials was found very good or good by only

20,3% of teachers and by 17,6% of IT teachers. Regarding the said question, the

negative evaluations tend to dominate – 44,9% of the surveyed teachers, providing

the answer to the said question, chose the alternatives - a ‘bad’ or ‘very bad’

maintenance with digital training materials. The percentage of negative answers

provided by IT teachers reached 43,8%.

It is interesting to note that Lithuanian school managers’ opinion is considerably

different from that of teachers - 38,3% consider that the maintenance with training

materials shall be evaluated as good, whereas only 21% of Lithuania’s school

teachers provide a similar opinion.

Supply of digital teaching materials for teachers in school.

16.3%

38.3% 14.9%

24.7%

36.7%

24.8%

36.9%

20.2%

19.8%

19.0%

9.9%

2.9%

1.3%

1.6%

0.6%

18.7%

20.4%

32.0%

38.6%

22.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia (teachers)

Lithuania (teachers)

Latvia (IT teachers)

Lithuania (schoolmanagers)

Very good Good Neither good, nor bad Bad Very bad NA/DK


In Latvia future teachers, speaking about a subject’s provision with such digital

training aids as computer encyclopedias, simulations, picture archives etc. are more

optimistic and providing a more positive evaluation than teachers – most probably it

shall be explained with the impression of the ICT possibilities formed during their

studies which are not actually corresponding to the real situation at schools.

It should be noted that teachers in Lithuania much more positively evaluate the

maintenance of their subject with digital training materials than their colleagues in

Latvia.

The arrangement of the provided answers can be seen in the Chart below:

How would you characterize the supply of digital teaching material for your subject?

33.7%

29.3%

32.3%

20.8%

19.3%

11.0%

5.9%

3.8%

1.1%

2.0%

31.3%

14.0%

21.7%

37.6%

32.7% 3.6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania

Latvia

Teac

hers

Stu

dent

s of

peda

gogy

Very good Good Neither good, nor bad Bad Very bad NA/DK


During the survey also a question was asked on who should be responsible for

providing teachers with digital training materials. Here we can observe an interesting

regularity: in most cases teachers think that liable are IT teachers and headmasters

for IT matters (48,2%), whereas IT teachers think that teachers themselves are

responsible for the provision (45,1%). We can conclude that none of the parties is

particularly willing to be responsible for the specific sphere.

Who is responsible for the supply of digital teaching material for the teachers in your school?

LATVIAMultiple question (N= IT teachers & teachers)

4,6%

2,6%

9,2%

3,9%

6,6%

15,0%

0,9%

1,6%

2,5%

3,1%

4,9%

13,5%

0,7%

38,6%

45,1%

32,7%

48,2%

0% 10% 20% 30% 40% 50%

Other (<1%)

Latvian Education Informatization System (LIIS)

Regional methodological association

Local municipality

Regional department of education

School administration

Government/ Ministry of Education and Science

Teachers themselves

The school manager for IT matters


In Lithuania the said question was asked only to teachers, thus, it is not possible to

compare teachers’ provided answers with school managers’ opinions, still we can

see that, like in Latvia, also in Lithuania teachers think that the ones responsible for

the provision with digital training materials are school managers for IT matters.

Who is responsible for the supply of digital teaching material for the teachers in your school?

(N=teachers Lithuania)

The school manager and teachers

7,9%

Teachers themselves

35,3%The school manager

for IT matters56,9%


Latvia’s teachers and future teachers were asked to mention sources of digital

training materials. The most frequently mentioned answer was the Internet (future

teachers – 42,6% and teachers – 15,5%). However, here we can observe a very

large percentage of ignorant respondents: more than half or 58,2% of teachers and

36,6% of students could not provide an answer. It means that irrespective of the

relatively high degree of computerization, respondents still lack knowledge and

information on more modern ICT and their usage possibilities.

Finally teachers were asked to answer on what digital training materials are used in

training process. Most respondents could not provide an answer or they clearly

indicated that they do not use such materials. However, a relatively small part

mentioned some types of digital training materials. More detailed information can bee

seen in the Chart:

What sources of digital training materials do you know?LATVIA

Multiple question(N= teachers & students of pedagogy)

6.7%

10.0%

2.4%

8.0%

15.5%

4.0%

5.0%

5.0%

5.9%

6.9%

42.6%

58.2%36.6%

0% 10% 20% 30% 40% 50% 60%

NA

Training programmes

Computer-encyclopedia

Data base

LIIS home page

Tilde

CD

Internet

Teachers Students of pedagogy

What digital training materials do you use for training?LATVIA

Multiple question (N= teachers)

15.3%

2.7%

3.3%

6.0%

6.9%

8.4%

9.5%

9.6%

43.8%

0% 10% 20% 30% 40% 50%

NA

Do not use

LIIS home page

Games

Internet

Pictures

CD materials

Training programmes

Computer-encyclopedia


4. TEACHERS’ TRAINING Relatively the best situation regarding teachers training is in Estonia – „All teachers

have had possibilities to participate in different ICT courses, organized either by the

state (TLF), the other organizations or the schools themselves.” (Development of ICT

in Estonian Education, Qualitative survey, 2005)

But a part of Latvia’s (19,8%) and Lithuania’s (7,2%) teachers admitted that no

training has been offered to them, when new IT hardware and software are

purchased in school.

Comparing the results, we can conclude that IT teachers are more optimistic than,

probably, the real situation would allow it – just 9,8% of IT teachers have answered

that teachers of their school never participate in training (see the next page),

whereas 19,8% of teachers of other subjects have mentioned that no training has

been offered to them in cases when the school has acquired new ICT.

Are you offered training, when new IT hardware and software are purchased?(N=all teachers)

28.9%

52.0%

51.1%

40.7%

19.8%

7.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Latvia

Lithuania

Always Sometimes Never


To illustrate the situation additionally, it is useful to observe IT teachers’ provided

answers (Latvia, quantitative survey) – as we can see in the following Chart, in a little

more than half of cases (52,2%) only few and specially selected teachers participate

in training, if the school has acquired new ICT facilities or software.

Actually in Latvia and Lithuania the courses more or less are perceived as a

privilege and not as a daily phenomenon and necessity, which should be available to

every teacher. Besides, most teachers still attend courses, which are not longer than

four hours, thus, we can speak only about the minimal training. It is possible that

basic knowledge is provided, however, no wider and deeper skills are acquired.

Do teachers of your school participate in training, when your school acquires new ICT facilities or software?

LATVIA(N=IT teachers)

Never9,8%

Some selected teachers sometimes

participate in the training34,6%

Some selected teachers always participate in the

training 17,6%

All teachers sometimes

participate in the training31,4%

All teachers always participate in the

training6,5%

What is the percentage of your teachers, who during the last year have attended ICT courses which have lasted longer than four hours?

7.9%

5.2%

24.5%

7.8%

46.8%

28.8%

19.4%

41.8%

1.4%

16.3%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

IT teachers Latvia

Managers Lithuania

67% and more between 34% – 66% between 11%- 33% less than 10% none


4.1. Attended courses and their evaluation

It is considered that refresher courses in the area of IT for teachers are significant

factor in the improvement of teaching. 41,7% of pedagogues in Lithuania pointed that

during the last 6 months they had to attend the refresher courses and training in IT.

It should be noted that relatively more often they are middle-aged teachers from city/

town:

Have you attended any IT courses/training during the last 6 months?LITHUANIA

(N= teachers)

Yes41,7%

No58,3%

Teachers, who have attended any IT courses/ training during the last 6 months.

LITHUANIA

43.8%

36.4%

44.4%

42.1%

37.8%

38.2%

44.2%

44.9%

34.9%

39.5%

40.3%

47.1%

36.4%

42.1%

44.6%

25.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Primary

Secondary

Gymnasium

Female

Male

20-30 years old

31-40 years old

41-50 years old

51 and older

0 - 5 years

6 -15 years

16 - 30 years

< 30 years

City

Town

Village

Sch

oo

lS

exA

ge

Ped

ago

gic

alex

per

ien

ce

Pla

ce


Almost half or 49,7% of all Latvia’s IT teachers during the last six months have

attended ICT courses. Most often they are teachers from rural primary schools.

Have you attended any IT courses/training during the last 6 months?LATVIA

(N= IT teachers)

No50,3%

Yes49,7%

IT teachers, who have attended any IT courses/ training during the last 6 months.LATVIA

56.8%

50.0%

41.3%

34.4%

60.6%

56.3%

61.9%

33.3%

52.4%

50.0%

48.1%

42.9%

53.6%

48.5%

47.0%

77.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

primary school (forms 1-4)

elementary school (forms 5-9)

high school (forms 10-12)

Female

Male

20-35 years old

36-50 years old

51-65 years old

Riga

Vidzeme

Kurzeme

Zemgale

Latgale

City

Town

Village

Sch

oo

lS

exA

ge

Reg

ion

Pla

ce


The answers on the courses most frequently mentioned by Latvia’s respondents,

which they have attended during the last six months, are reflected in the following

Charts:

Attended courses/ trainings according to the IT teachers.LATVIA

Multiple question

2.6%

3.9%

3.9%

6.6%

6.6%

7.9%

9.2%

11.8%

13.2%

14.4%

14.4%

10.5%

15.6%

0% 5% 10% 15% 20%

Other (mentioned by one respondent)

LPA seminars

Network administration

Programming courses

"Frontpage" courses

Home page creating

LIIS courses

Courses of IMC methods in IT

Courses for IT teachers

Inservice training courses

ECDL courses

Courses in school/ highschool

The courses of computer literacy (in general)

Attended courses/ trainings according to the teachers.LATVIA

Multiple question

2.3%

3.1%

3.8%

4.6%

5.4%

6.2%

6.2%

10.8%

58.5%

7.7%

7.1%

0% 10% 20% 30% 40% 50% 60%

Other (mentioned by one respondent)

Courses "IT and Society"

Courses for librarians

Courses organised by school-board

First steps in computers

Programming courses

Courses organised by Educational department

LIIS courses

Courses in school/ highschool

Remote teaching via Internet

The courses of computer literacy (in general)


In Latvia more than one third of IT teachers (36,6%) and more than one fourth of

(26,0%) teachers of other subjects admitted that the attended courses to a great

extent are corresponding to their necessities. Relatively more critical were IT

teachers – 7,6% considered that courses a little or even not at all were corresponding

to their necessities.

Since at the study, which was conducted in Lithuania, a different evaluation scale

was used, the obtained results are shown in the second Chart:

On the whole, we can see that teachers both in Latvia and in Lithuania consider

courses as being useful, necessary and more or less corresponding to their

necessities.

To what extent the courses you attended correspond to your needs as a teacher?

LATVIA(N= teachers & IT teachers, who attended IT courses)

26.0%

36.6%

61.7%

52.7%

7.8%

3.2%

3.9%

6.5%

0.6%

1.1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Teachers

IT teachers

Very much corresponding Much correspondingNeither corresponding, nor not corresponding A little correspondingAbsolutely not corresponding

Were the courses you attended useful for you as a teacher?(N=teachers Lithuania, who attended IT courses)

Very useful57,0%

Useful33,0%

Useless9,0%

Very useless1,0%


4.2. Financial sources of teachers’ training

When analyzing the data obtained during the quantitative study on the financing

sources of the attended ICT courses, we shall conclude that in Latvia IT teachers

more often have attended the courses financed by MES or LIIS (37,5%), but teachers

of other subjects have had more possibilities to acquire additional knowledge on ICT

matters in courses financed by a municipality or school (30,7% and 25,0%

respectively).

But in Lithuania most often course financing comes from school (34,9%), as well as

from the MES (22,8%) or from teacher’s own pocket (22,7%).

The financing source of attended courses.LATVIA

Multiple question (N= teachers who attended IT courses)

4.8%

15.1%

25.0%

5.4%

37.5%

25.1%

17.5%19.8%

19.1%

30.7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Ministry ofEducation and

Science

Personal finance Municipality School Other



The financing source of attended courses.LITHUANIA

(N= teachers who attended IT courses)Other12,3%

Municipality7,4%

Personal finance22,7%

Ministry of Education and Science

22,8%

School34,9%

In both countries, Latvia and Lithuania, the payment for the courses is often quite a

serious financial problem to teachers and school. For instance, the network of

schools being disorderly, there are quite big number of vacant positions for students

in small schools, particularly in villages, therefore, the student’s basket is hardly

sufficient for the earnings of teachers. On the other hand, the number of teachers in

the small schools being little, it is difficult to cumulate the greater amount of money

and intend it to the teachers’ refresher courses. Although the teachers claim that their

salaries are too small to pay for the refresher courses, however, due to the

decreasing number of working places and increasing competition of teachers,

relatively many teachers pay the refresher courses in IT from their own finances

(22,7% of Lithuanian teachers and 25,1% of IT teachers in Latvia).


4.3. Readiness to use and intensity of using ICT in teaching/learning

process

During the studies IT teachers and other experts in Latvia and Estonia were asked to

evaluate the following things: teachers’ readiness to use ICT in training and the

training intensity of the ICT usage. The said questions in Latvia were included both in

the qualitative and the quantitative part of the study, whereas in Estonia – only in the

qualitative study.

Situation with readiness to use and intensity of using ICT in teaching/learning

process in Latvia is not very optimistic.

The information obtained during the qualitative study shows that in none of Latvia’s

universities they teach methodology how to integrate ICT in training process.

Teachers can learn about the ICT usage methodology only at Methodological

centers. Unfortunately this methodology quite often is “fragmentary” and does not

cover the whole subject, but just a separate topic of it. To some extent it can be

explained with the fact that educational standard envisages the ICT usage during

training process only as a recommending assumption, that is why it has not been

necessary to draft methodological recommendations for teaching the whole subject,

using ICT (LU: Educational standard has general sentences, regarding which you

can say that they express everything. However, one should specifically say that ICT

SHALL be used also when teaching other subjects, then MES should draft the

methodology). However, experts admit that such “instructions from above” would not

be too helpful to use ICT actively in training, if there are no technical possibilities

provided to use ICT at school.

Generalizing we could say that teachers’ willingness to use ICT in training process is

just proportionally dependent on school’s technical possibilities – tthhee llaarrggeerr aarree tthhee

ppoossssiibbiilliittiieess to use ICT (administration’s support; computer classrooms are not

overburdened; projectors are available; teachers have easy access to a [home,

school] computer), tthhee llaarrggeerr iiss tthhee wwiilllliinnggnneessss to use ICT in training.

In Estonia the total school computerization and internetisation is relatively highest in

the Baltic States and most teachers use a computer and the Internet mainly to make

preparations for their lessons, some - also for communicating with colleagues and

parents, printing out worksheets, and only few – also for making small programs.

Still, as for the study process itself, teachers integrate computers much less.

“Teachers of different subjects are different. While the general competence has


increased, the implementation of tools in teaching these subjects is still modest and a

lot remains to be done.” (Development of ICT in Estonian Education, Qualitative

survey, 2005)

Formally Latvia’s teachers would be ready to use ICT in training process. More than

half (59,4%) of the IT teachers surveyed during the quantitative study consider that

teachers of their school to a large or very large extent are ready to use ICT in

teaching process.

However answering the question „How actively ICT are used during the study

process at your school?”, only one third of IT teachers have provided the answer

variants ‘used actively’ or ‘very actively’. And almost the same percentage of

respondents (32,7%) consider that ICT in training process are used inactively or are

not used at all.

To what extent teachers of your school are ready to use ICT in the training process?

LATVIA(N=IT teachers)

Ready to a very large extent

14,4%

Sometimes ready45,0%

Ready neither to a large, nor a small

extent17,6%

Ready to a very small extent

22,2%

Not ready at all0,7%

How actively ICT are used during the study process at your school?LATVIA

(N=IT teachers)

Not used2,0%

Used inactively30,7%

Used neither actively, nor

inactively34,0%

Used actively30,1%

Used very actively3,3%


Respondents were asked to explain their answer, mentioning, what the main factors

are determining the fact that at their school ICT during the study process are used

inactively. The following phenomena were mentioned as the main reasons:

- Lack of computer equipment;

- Teachers’ inability to use ICT in training;

- Pupils’ and teachers’ work/ study load;

- Conservative teachers’ views.

More detailed information in the next Chart:

What are the main factors determining the fact that at your school ICT

during the study process are used INACTIVELY?Multiple question, most frequently mentioned answers

(N=IT teachers who said that ICT is used inactively in their schools: N=50)

2

2

4

6

6

6

7

11

17 respondents

6

2

7

3

0 2 4 6 8 10 12 14 16 18 20

not informed aboutpossibilities of ICT

lack of teachings materials

fear of teachers

no prepared teachingprograms

slow/ not qualitative internet

lack of finances

oldening of technicalequipment

disinterest/ lack ofmotivation

overburdened computerclassrooms

conservative viewvs ofteachers

teachers' and pupils'busyness

inefficiency worki with ICT

technical equipment


But the ICT usage in training process to a larger extent is based only on teachers’

own enthusiasm (12 respondents):

Similar conclusions were made also in Estonia: „Using the means of ICT in the study

process depends enormously on the enthusiasm of a teacher, and the attitude of

his/her school leaders to ICT.” (Development of ICT in Estonian Education,

Qualitative survey, 2005).

What are the main factors determining the fact that at your school ICT during the study process are used ACTIVELY?

Multiple question, most frequently mentioned answers(N=IT teachers who said that ICT is used actively in their schools: N=51)

2

3

8

9

10

10

3

1

12

0 2 4 6 8 10 12 14

participating in international projects

helps to teach and do material more understandable

support of administration of school

background of teachers

necessity of life/ requirement of cours

possibility to get information and communicate withininternet

availability of technical equipment

teaching materials availability

pupils'/ teachers' involvement


5. IMPLEMENTATION AND MANAGEMENT OF ICT IN EDUCATION 5.1. Teachers’ involving in development of ICT in school

Most teachers (Latvia and Lithuania), school managers (Lithuania), as well as IT

teachers (Latvia) consider that IT teachers or deputy headmasters responsible for IT

matters take the leading role in ICT matters, as well as to a larger or smaller extent

create a future vision of ICT matters.

The vision most often is a ground to achieve the successful implementation of the set

task and unfortunately, teachers’ participating in the formation of the ICT

development vision in schools, is evaluated much lower than both in Latvia and

Lithuania.

To what extent ...(N=teachers & IT teachers Latvia & managers Lithuania)

8.5%

34.4%

13.4%

38.6%

15.5%

29.3%

45.5%

36.6%

60.6%

35.3%

64.1%

25.3%

48.3%

32.0%

69.7%

37.3%

34.4%

28.8%

26.8%

26.8%

2.8%

22.7%

30.6%

17.6%

7.0%

16.4%

14.3%

20.3%

7.0%

26.9%

11.3%

26.1%

21.8%

11.3%

6.3%

10.5%

6.3%

12.4%

3.9%

11.8%

3.5%

4.6%

8.9%

6.2%

39.1%

20.3%

15.2%

13.4%

4.9%

1.4%

0.7%

1.3%

2.0%

2.6%

2.8%

2.9%

1.4%

32.7%

25.5%

3,5%

0.9%

0.4%

3.3%

0% 20% 40% 60% 80% 100%

TeachersLatvia

TeachersLithuania

IT teachersLatvia

ManagersLithuania

TeachersLatvia

TeachersLithuania

IT teachersLatvia

ManagersLithuania

TeachersLatvia

TeachersLithuania

IT teachersLatvia

ManagersLithuania

... d

o th

e te

ach

ers

pa

rtic

ipa

te in

the

form

atio

n o

f th

e IC

T d

eve

lop

me

ntvi

sio

n o

f you

r sc

ho

ol?

... d

oe

s IT

tea

che

r/ d

ep

uty

he

adm

ast

er r

esp

on

sib

le fo

r IT

ma

tters

, cre

ate

a fu

ture

vis

ion

of

ICT

ma

tters

?

... d

o y

ou

ag

ree

with

the

sta

tem

en

t:“

IT te

ach

ers

/ de

pu

ty h

ea

dm

ast

ers

resp

on

sibl

e fo

r IT

ma

tters

at o

ur

sch

oo

l ha

ve th

e le

ad

ing

role

reg

ard

ing

ICT

ma

tters

?

To a large extent To some extent Neither to a small nor a large extent To a small extent Not at all


The managers in Lithuania claim themselves that teachers are too less involved

(91,5%). IT vision still is not completely clear in many schools and even the

managers themselves assess it quite skeptically. The fogginess of the vision could

be determined by the low involvement of teachers in its planning and forming which

is partly approved by the managers themselves

To what extent ... (LITHUANIA)

40.1%

38.3%

51.4%

31.8%1.6%

4.2%

6.5%

4.2%

21.7%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

... do you engage theteachers in formingcommon vision of IT

development?(N=MANAGERS)

... do the managers involvethe teachers in the

articulation of visionarydevelopment in IT?

(N=TEACHERS)

To a large extent To some extentNeither to a small nor a large extent To a small extentNot at all


5.2. Hindrances and driving forces influencing the introduction of the of

Information communication Technologies in education

The studies conducted in the Baltic States show that the main hindrances to the

intensive ICT usage in training are both technical (lack of computers) and financial

(lack of funding), as well as intellectual (lack of methodological support and training

programs) and psychological (fear to look incompetent in the eyes of pupils).

5.2.1. Situations at school hindering the ICT usage in training

During the quantitative study conducted in Latvia teachers were asked a question on

whether they at school have faced various situations, hindering the ICT usage in

training. Almost one fifth of teachers (24,7%) indicated that they have faced a

situation of psychological barriers, when ICT are not used in training process,

because they are afraid to look incompetent in the eyes of pupils. The obtained

information is in line with that learned during the qualitative study that „It is

psychologically difficult for adults to admit that they are not able to do something –

children do not have such problems, if they cannot do anything, they ask others, but

really few teachers dare to ask a pupil to give him advice. Teacher would feel

ashamed to ask. Teachers of the Latvian language should put up with the fact that in

the 7th form three fourths of pupils would have a better knowledge of computers than

they, when learning, how to write official documents. It is a psychological problem of

the generation, since young people will always have better knowledge of new

technologies.” (Specialist of the Riga district Education Board)

The second most frequently mentioned situation (24,4% of teachers), which hinders

the intensive ICT usage in the training process, is the fact that computer classrooms

are too occupied with IT classes. Due to this business and due to the fact that in

most cases classrooms of other subjects have no computers and projectors,

teachers of other subjects cannot teach their classes in the IT classroom, for training

using ICT (see the Chart on the next page).


Source: Latvian Facts quantitative survey 2005

Teachers, that have faced the following situations at their school. (N=teachers Latvia)

8.0%

13.6%

19.6%

24.4%

24.7%

5.6%

0% 10% 20% 30%

School administration thinks that computers are really atreasure, that is why, w ith the exception of IT classes,the computer classroom is not accessible to teachers

of other subjects

Although there is a sufficient number of computers atour school, still teachers cannot freely use them due to

administrative restrictions – one has to submit anapplication to a headmaster/ superintendent, in details

substantiating the necessity for the

Teachers cannot independently perform all theoperations w ith computers that they find necessary.

Computers can be used only through an administratorof the computer classroom/ an IT teacher – he performs

all the necessary activities instead of teachers

The usage of Internet in the study process is restrictedwith the defined time limit, that can be spent by each

teacher in Internet

Computer classrooms are so occupied w ith just ITclasses that teachers of other subjects cannot use

them for teaching their subjects

Teachers do not use information and communicationtechnologies in the training process, because they areafraid to be found ignorant by their pupils – the fact that

a pupil could be more informed about moderntechnologies, creates psychological discomfort


Also within the quantitative study conducted in Lithuania teachers were asked a

question about various situations hindering the ICT usage in education. Like in

Latvia, also Lithuanian teachers most often (28%) mentioned that they have faced

fear to look more incompetent than their pupils. But the second most frequently

mentioned situation was the limited access to ICT without an IT teacher’s mediation

(22.5%).

Source: Social Research Laboratory at the Kaunas University of Technology

quantitative survey 2005

Teachers, that have faced the following situations at their school. (N=teachers Lithuania)

5.5%

8.9%

22.5%

28.0%

2.7%

0% 10% 20% 30%

Although there are enough computers in the school,the teachers cannot use them freely up to now due to

the prohibitions/restrictions posed by theadministration

Time of being on the Internet which is used by theteachers for learning is limited.

Only the informatics teachers work in the computerclassrooms. The teachers of other subjects cannot

use them for teaching their subject.

The teachers just do not have the access tocomputers. They can use computers only through the

administrator of computer classrooms/informaticsteacher

The teachers avoid to use information andcommunication technologies in teaching (learning),

since they are afraid to turn out to be less sofisticatedthan their students


5.2.2. Hindrances delaying the ICT introduction and their intensive usage

in training process

According to IT teachers and teachers of other subjects surveyed during the

quantitative study in Latvia, the main hindrance delaying the ICT introduction and

their intensive usage in training process is the lack of funding (62,1% of IT teachers;

57,3% of teachers). As the next reason is mentioned the schools’ bad technical

maintenance (20,3% and 19,7% respectively). The other answers, which are mainly

related to teachers’ interest and preparation level, are mentioned in less than 10% of

the cases.


What are the main hindrances to introduce and use ICT at schools?Multiple question, most frequently mentioned answers

(N=IT teachers+ teachers) LATVIA

15.1%

1.8%

9.8%

2.0%

7.3%

19.7%

2.6%

3.3%

4.6%

62.1%

57.3%

14.7%

9.1%

5.2%

3.3%

20.3%

12,4%

0% 10% 20% 30% 40% 50% 60% 70%

NA/DK

Other

Lack of specialists'

Teachers' busyness

Inefficiency of teachers'working with computers'

Disinterest of teachers'

Lack of knowledges/courses

Unsatisfactory techniscalbase

Lack of finances

Teachers (N=450) IT teachers (N=153)


Also the results of the qualitative study conducted in Lithuania show a similar picture

– 63% of Lithuanian teachers think that the main hindrance is the lack of funding, but

32% – the insufficient provision with computer equipment. Unlike Latvia, in Lithuania

respondents most often (68%) as the main hindrance to the introduction of ICT in

education have mentioned the problems related to software – 32% consider that they

are short of legal software, 20% - that software is outdated, 12% - that they would

need special training programs.

Lithuanian qualitative study: main hindrances to the ICT introduction in education

Main difficulties and obstacles encountered in the past few years by implementing IT in Lithuanian schools (N =42)

Category (%) Subcategory (%) Lack of legal software 32% Out-of-date hardware and/or software 20% Lack of teaching/learning software (especially in Lithuanian language)

12%

Lack of teaching/learning software (especially for pupils with special needs)

2%

Problems concerned with ‘software’

68%

Viruses 2% Lack of funds/sponsorship 61% Financial problems 63% Small investments from municipalities 2%

Lack of computers 32% Insufficient teachers’ computer literacy skills 20% Insufficient computer

literacy skills 27%

Insufficient student’s computer literacy skills 7% Lack of competitive IT’s specialists

24%

„Slow Internet“/ insufficient quality of the Internet line

24%

No possibilities to renew computers’ appliances

17%

Not clear politics of government and/or municipality

10%

Insufficient legal basis 2%

Problems considered with legal basis

15%

Inadequacy of national curriculum for IT integration

2%

Teachers avoid to use IT in the educational process

12%

There are some unusable/unused possibilities of IT in educational process

9%

Additional time for the preparation of lessons 4%

Other problems 27%

Low-quality hardware which are handed over from Ministry of Education and Science

2%


But, according to the qualitative study conducted in Estonia, Estonians consider that

the main hindrance is the non-existence of a specific state program, which would

ensure the ICT introduction in education (there is the educational policy without ICT,

and the ICT policy without education). Currently Estonian curricula have no elements

related to ICT usage – training programs, methodologies etc. (I think that we would

have better use if the national curriculum said that ICT means are to be used, if

textbooks contained tasks that requires the use of a computer and if exercise books

can be filled out on the Internet rather than on paper. Because teachers see that she

or he no longer has to think of what to use and what activities to develop. This would

be a methodological guidance and a fixed direction that would be very helpful; State

curriculum should make a clearer reference to integration of ICT means. Because the

Intel training is too one-sided (lack of pedagogical and e-school support, too much

focused on Microsoft software), we organize a course that is mainly based on e-

learning, in the key of digital didactics. This should be continued and made more

massive).


5.2.3. Driving forces of ICT introduction in training process

In Latvia teachers think that the main driving force for the introduction of modern

technologies in educational system is teachers’ own interest (teachers - 23,6% and

IT teachers - 21,5%). In the next position we can observe an essential difference

between the opinions of teachers of other subjects and IT teachers or deputy

headmasters responsible for IT matters. Thus, teachers are willing to receive state

institutions’ (for example, Ministry’s of Education) support on a political level,

whereas IT teachers or deputy headmasters responsible for IT matters, who take

care of school’s technical maintenance, think that the ICT introduction can be

intensified, if increasing financing.


What are the main driving forces to introduce and use ICT at schools?Multiple question, most frequently mentioned answers

(N=IT teachers+ teachers) LATVIA

4.6%

5.9%

5.9%

5.2%

6.5%

5.9%

5.9%

22.9%

21.5%

13.1%

14.8%

22,9%

23.6%

5.2%

3.3%

11.5%

1.4%

6.4%

22.2%

0% 10% 20% 30%

NA/DK

New and qualitativeteachings materials

Pupils'/ parents'involvement

Financial support

Tehnological development

Easy to get information andexchange with it

Involvement ofadministration

Expanding possibilities

State institution support/State policy

Teachers' involvement

IT teachers (N=153) Teachers (N=450)


Regarding the facilitation of teachers’ interest, within the Latvia’s qualitative study

experts indicated that there could be at least two scenarios – the optimistic and the

pessimistic one.

According to the optimistic scenario, teachers could be motivated to use ICT in

training process with an additional payment to their salary for an innovative approach

(such an opinion is popular at those schools, in which ICT already are used relatively

widely – for example, at the Ogre Grammar School), as well as supporting teachers

technically – if a teacher at home or at school has a free access to a computer, he

loses his “fear” from it and forms routine work skills (this approach is popular at the

schools, in which ICT are used relatively rarely).

However, some experts mentioned that one should not overestimate the additional

payment for innovation, since it may happen that traditional methods also may have

good results (Headmaster of a grammar school: If we speak about additional

payments, it really matters, how large it could be – 10-15 lats won’t be a significant

payment, whereas 80 lats will be an abnormal payment. A person, who does not use

ICT, perhaps just with chalk and a blackboard has very good success in his training

work, but he will not receive the additional payment just due to the fact that

somebody else will show nice pictures on the computer. It won’t be right).

But the pessimistic scenario envisages that the problem will be solved of its own, with

the change of teachers’ generations and when ICT would become a life’s necessity

like bank settlement cards and cellular telephones (an IT teacher of a grammar

school: There are possibilities to use a computer, but, if these skills are not acutely

necessary, you can use your time much more usefully. If we compare it with other

things, we could say as follows – there was a period, when they stopped paying

salaries in cash and you were forced to start using bankcards. Before that it was also

possible to open a bank account, but in most cases teachers did not do it, because it

was complicated. The same was regarding cellular telephones – at the beginning

many people considered that it is exclusive but now it is our daily life, and it is hard to

do without it. The same is regarding computers – school is a conservative institution,

which does not quickly react to changes in the surrounding environment and the

same refers to teachers. The people who for years can work at school are ones with

conservative opinions, sticking to their own views).

According to all experts, the problem shall be solved, drafting a national level

computerization strategy of educational system and renewing financing for the LIIS


project, which could mean the purchase of new computers and the change of old

computers.

Also within the Lithuanian qualitative study experts have indicated that the main

driving force for the ICT introduction is financing (80%). As the next factor facilitating

the ICT usage was mentioned the fact that more attention is paid to software (34%).

Almost one fifth of respondents consider that teachers shall be additionally taught to

work with ICT, but about 15% think that a driving force should be a national support

to educational organizations.

Lithuanian qualitative study: the necessary support to the ICT introduction in

education

Recommendations to Lithuanian government, structures of business, influential NGOs (N =42)

Category (%) Subcategory (%) Give more finances to schools’ computerization and/or renewal of computers appliances

56%

Investment not only to „hardware“, but also to „software“

13%

IT’s coordinator establishment 7%

To invest funds 80%

Raise the payment of IT’s specialist in the schools 3% Establish legal software in the schools / give more attention to software

17% Pay more attention to software

34%

Create common integrated software package in a school

17%

Organize teaching, computer literacy’s seminars

19,5%

Government’s support to organizations maintaining education

14,6%

Control IT’s implementation process in the schools 5% Administer the control 12% Control use of finances 7%

Legally regulate IT’s establishment and usage in the schools

12%

Create united informational system

12%

IT hardware in schools consign to care of the professional firms

5%

Include ICT requirement to employees’ official specifications

5%

Other 12%

Contract and hold connection with different foundations and organizations that can support IT development

2%


The impact of the lack of financing on the ICT introduction in education is well

characterized by the information obtained during the Latvian qualitative study. During

the last two years the state is granting no more financing for the purchase of

computers within the LIIS project, that is why not only the purchase of new

computers has stopped, but also the change of the old ones, which is necessary for

the maintenance of the already achieved level. According to the LIIS representatives’

calculations, in 2004, just in order to maintain the existing level, 5,208 computers

should have been changed, and it would cost 2.604.000 lats (a LIIS project manager:

In order to maintain the existing level, this year we need 2,5 millions, whereas for

computerization for the next two years only 1,5 million lats are envisaged). But, in

order to ensure development and achieve, for example, the EU level of 2002, in 2004

we should have purchased 12,122 computers, which would cost 6.061.000 lats.

The LIIS forecast shows that, if the computer stock is not regularly renewed, by year

2008 one would reach a 0 point, when the computerization of the educational system

should be started anew (a representative of the Education and Science Ministry:

Computers’ life is from 3 to 5 years. In order just to maintain the achieved level, each

year one should change at least 1,000 computers, but now there has been an

interruption for several years). However, in this forecast, ignoring the reality that

during the last years Latvia’s school computer stock is renewed mainly with municipal

funds, it is assumed that all computers functioning in education system are bought

only for state budget funds.

Thus, constantly not renewing and not supplementing a computer stock, there is an

increasing number of the computers, which are difficult to use in training process (a

representative of the Education and Science Ministry: About 60% of computers

cannot be used to teach people to work with modern programs) – outdating

equipment just deepens the unsolved problem of overburdened computer

classrooms which is typical for many schools. Experts mentioned the occupation of

computer classrooms as one of the main reasons, why ICT are not actively used,

when teaching other subjects than IT.


5.2.4. Causality determining the inactive ICT usage in training process

To a large extent the data obtained during the Latvia’s school survey correlate with

the reasons (which are causing obstacles) identified during the qualitative study and

with the factors which are causing the negative background for the ICT usage in

training. Generalizing, it is possible to form a chain of regularities, due to which

teachers do not use ICT too actively in training process.

1. Until now in Latvia there has not been a uniform long-lasting education

computerization strategy of a national (ministry) level, which would provide

regular financing for the achievement of the set goals; thus, the government

has easily managed to refuse from the financing of the LIIS project, which

until now has ensured computerization of Latvia’s schools (Secretariat of

Minister of special tasks on Electronic management matters (SMSTEMM):

Until now they were employees of the Computer Science Institute of the

University of Latvia (UL), who had their vision, and not employees of the

Ministry of Education (ME), as it should be. At that time it was the UL initiative

and it is very good that it was, but it is definitely clear that now the initiative

should come from the ME, which should also draft the strategy. If the ME

forms education policy in Latvia, and computerization strategy, as well as

further separate projects are based on it, regular financing also should be

envisaged for it. Until now everything has been just the opposite – the UL

came with a specific project and further it was developing as it was managed

by the UL. No initiative has come from the state, most likely due to the fact

that the ME has not had a particular specialist, who would concentrate on the

computerization of education. Actually, just the lack of strategy shows that

until now nobody has dealt with it. And thanks God that the UL people had

their initiative, otherwise at schools we would not have anything at all.

2. When the financing ended, the process of supplementing and renewing

computer stock stopped (LIIS project manager: Until 2003 every year we

received about 3 million lats, but now - only so much that we can ‘preserve’

LIIS life, i.e. – about 300.000).

3. School administrations themselves usually do not have a sufficient

understanding of the ICT significance for education (Clerk of the Education

and Science Ministry: If at school there are sufficiently active people, who

understand the importance of ICT, then the school is very well computerized

even in poverty conditions, because both various foundations and social


projects are used. If at school there is no such a leader, then most probably

there are only the compulsory 3 computers for the school administration),

thus, no alternative finance sources are searched in order to supplement or

renew the existing computer stock.

4. In the situation of not renewing and not supplementing school computer

stock, computer classroom is not unburdened from IT classes, besides,

computer equipment is continuing to get old and becoming unusable for

intensive usage. Thus, the already scarce possibilities for teachers of other

subjects to use a computer classroom for teaching their subjects are

decreasing dramatically (Head of the School Board of the Daugavpils District:

It is problematic that there is only one computer classroom; if it is a large

school, all the time there are IT classes. The classrooms are occupied and

the others cannot get there).

5. A part of teachers do not have home computers, since in comparison with

their salary computers are expensive (Chief Specialist of the School Board of

the Riga District: In Sweden a teacher has to work for a month maximally in

order to buy a computer, whereas in Latvia – half a year… That is why so few

teachers have their own computers at home – it is good that they have

children, then at least they force to buy one), besides, at school possibilities

to use computers (due to the busy computer classrooms) are limited. Thus,

teachers of other subjects cannot strengthen the knowledge acquired at

computer courses – they do not develop their skills to work with computers

and they do not have a habit to use ICT (IT teacher in Gymnasium: It would

be ideal, if at teacher’s working place, which quite often is his home, there

were a computer, but due to financial reasons quite often it is not possible. If

computers were available, then, in my opinion, there would be no problems at

all, because it would become a daily phenomenon. If you use a computer too

rarely, you do not develop any skills. You have knowledge, but no skills).

6. Quite often pupils at home have newer computers and they can work better

with them than teachers. Thus, a teacher, making sure about the modesty of

his skills, strengthens his “fear to become ridiculous” in the eyes of pupils and

he loses the willingness to try to use ICT when teaching his subject (Chief

Specialist of the School Board of the Riga District: It is psychologically difficult

for adults to admit that they are not able to do something – children do not

have such problems, if they cannot do anything, they ask others, but really

few teachers dare ask a pupil to give him advice. Teacher would feel


ashamed to ask. Teachers of the Latvian language should put up with the fact

that in the 7th form three fourths of pupils would have a better knowledge of

computers than they, when learning, how to write official documents. It is a

psychological problem of the generation, since young people will always have

better knowledge of new technologies).

7. As a result: no practical possibilities => no skills => no confidence of one’s

strength => no psychological motivation to use ICT in training process.

The scheme shows the chain of regularities identified during the qualitative study,

why teachers do not use ICT in training process:

Combining the data obtained during the qualitative and quantitative studies, we can

conclude that, although relatively many teachers have access to a home computer,

still the actual lack of possibilities (computer classrooms are occupied; there is a

shortage of new computers at schools) to use them in training process, combined

with teachers’ doubt about their skills and fear to look ridiculous in the eyes of their

“computerized” schoolchildren hinder the ICT usage in training process. At the same

time regarding the other subjects, where ICT are used (with the exception of IT

classes) we should rather speak about passive usage (writing of texts) of computer

technologies and not about the active one (simulations, presentations).

The state has no strategy No money

Inertial administration, not looking for alternative

possibilities

No sufficient number of computers at school

Overburdened computer classrooms

Teachers have nocomputers at home

Teachers of other subjects no possibilities

to work with ICT

No skills developingto work with ICT

The knowledge acquired during training is lost

The psychological barrier “pupil is clevererthan I” is strengthening

Teacher loses the motivation to use ICT in training process

even if there is such apossibility

ICT ARE NOT USED IN TRAINING PROCESS


6. SIGNIFICANCE OF INFORMATION COMMUNICATIONS TECHNOLOGIES IN EDUCATION

6.1. ICT at school – a factor facilitating the improvement of the quality of

study process

Study participants (IT teachers (in Latvia), teachers of other subjects (in Latvia and

Lithuania) and future teachers (in Latvia)) had to evaluate to what extent they agree

or disagree with several statements on the ICT impact on training process.

Respondents mainly agree with the fact that the ICT usage has an informatively

communicative potential – the statements, that they help both pupils and teachers to

get information, on average are supported by 85% and more respondents. At the

same time the statement that ICT facilitate communication between pupils and

teachers is supported by approximately 50% of respondents in Latvia and by

approximately 70% in Lithuania. The statement that the usage of computer

technologies facilitates pupils’ motivation to learn and develops their critical thinking,

is supported by approximately 75% of respondents in Lithuania and by only about

half or fewer respondents in Latvia. On the whole, the respondents in Latvia tend to

be a little more reserved than the Lithuanians (see Chart on the next page).

No essential tendencies can be observed in the respondents’ socially demographic

groups.



The usage of ICT in training…

9.2%

5.9%

40.4%

12.4%

12.4%

11.9%

43.8%

14.7%

15.0%

5.9%

28.6%

13.6%

17.0%

9.9%

32.9%

12.4%

25.5%

26.7%

31.9%

25.3%

26.1%

36.6%

76.3%

54.7%

71.9%

30.7%

79.0%

54.7%

72.6%

32.0%

32.7%

36.0%

33.8%

37.3%

29.7%

35.4%

36.0%

45.1%

32.7%

40.7%

35.6%

38.6%

41.6%

45.8%

47.8%

50.3%

33.7%

30.7%

41.6%

43.1%

46.5%

21.3%

38.7%

24.8%

49.5%

18.6%

34.4%

26.1%

49.5%

26.1%

31.1%

34.0%

19.1%

34.4%

38.0%

44.6%

16.0%

32.9%

28.8%

29.7%

19.8%

30.2%

32.0%

35.6%

16.8%

26.2%

13.9%

2.2%

16.8%

2.2%

19.8%

9.1%

19.6%

22.9%

3.8%

12.9%

11.1%

11.9%

3.8%

12.7%

10.5%

27.7%

9.9%

15.8%

11.8%

8.9%

3.3%

10.0%

7.8%

2.0%

2.0%

6.4%

2.0%

9.6%

5.9%

22.9%

32.7%

22.8%

41.3%

3.3%

0.7%

8.2%

2.6%

22.2%

31.9%

31.7%

34.7%

24.4%

16.3%

5.9%

1.0%

0.9%

1.6%

4.6%

22.8%

5.3%

5.2%

0.6%

1.3%

1.0%

0.2%

0.2%

3.1%

0.7%

0.7%

1.0%

0.7%

2.0%

2.0%

0.7%

1.8%

0.8%

2.0%

2.6%

2.0%

5.8%

0.6%

4.0%

6.4%

1.0%

4.0%

0.7%

0.7%

4.0%

1.2%

2.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

students of pedagogy (Latvia)

teachers (Lithuania)

teachers (Latvia)

IT teachers (Latvia)



teachers (Latvia)




teachers (Latvia)




teachers (Latvia)




teachers (Latvia)




teachers (Latvia)




teachers (Latvia)




teachers (Latvia)

IT teachers (Latvia)…

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Completely agree Rather agree Neither agree, nor disagree Rather disagree Absolutely disagree DK/NA


6.2. ICT at school – the image factor when selecting a school

Within a monthly Latvian public opinion poll parents of school age children were

asked questions on the factors influencing them, when making a decision on to which

school to send their children and on the significance of ICT in their children’s

education and further life.

For respondents with school age children, when selecting a school for their child, the

most significant aspect is the school’s location - close to their home, their personal

impression of the education quality provided by the school and the fact, whether

during the study process modern technologies are used. If the first factor is really

practical, but the second one – emotional and subjective, then the third one is

rational and objective, because it is oriented to the development of skills necessary

for the future work market. It is proven also by the parents’ attitude toward the usage

and acquiring of the modern technologies – most parents completely or rather agree

with the statements which prove the necessity for modern technologies in daily life

and at school and their significance for their children’s future. Only 14 respondents

(5,6%) agree with the statement that acquiring of modern technologies makes no

sense and they will not be necessary for their children.

No essential tendencies can be observed in the respondents’ socially demographic

groups.


For more than half (57,4%) of the respondents with school-age children, surveyed in

a monthly public opinion poll, the most important factor, determining the selection of

a school for their children’s studies, is the fact that it is located close to their home.

For almost half (49%) of respondents very important is the personal opinion of the

quality of the school’s provided education. The usage of modern technologies in

training is important for approximately one fourth of respondents (26,5%). But most

respondents, when selecting a school, would not care, whether it has a swimming-

pool (71,9%) or a new gymnasium (43,7%).

Factors, which perhaps influence people, when they make a decision on which school will be attended by their child in the future

(respondents who personally have a school-age child/ children: N=249)*

8.4%

10.8%

12.4%

21.3%

45.0%

7.6%

18.1%

14.9%

16.9%

27.7%

12.4%

17.3%

8.4%

15.7%

24.5%

16.9%

15.3%

12.0%

9.2%

24.1%

12.0%

10.4%

15.3%

18.5%

12.0%

7.2%

33.7%

29.3%

10.0%

9.6%

7.6%

6.4%

10.0%

42.6%

16.9%

8.0%

10.8%

1.2%

0.4%

2.4%

5.2%

8.4%

24.5%

20.9%

15.3%

6.4%

2.8%

6.4%

3.6%

0.4%

0.8%

0.4%

0.4%

0.4%

0.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The school has a new or agood gymnasium

The school has a new or agood swimming-pool

Modern technologies areused during the studyprocess (computers,

Internet)

The dominating publicimpression of the school/

prestige of the school

School specialization(mathematics, literature,

languages, chemistry,etc.)

Personal impression ofthe education quality

guaranteed by the school

The school is close tohome

*Omnibus survey: Latvia, April 2005 1 - the most important 2 3 4 5 6 7- the least important DK/NA


When analyzing the obtained results by the average showings, we can see that in the

scale from 1 to 7, where 1 means “of a minor importance”, whereas 7 – “very

important”, a school’s close location to home has been evaluated by respondents

with 5,161 points, but their personal opinion of the school – with 5 points, which shall

be considered as medium high evaluations. But the usage of modern technologies in

training has been evaluated with 4,448 points, which is a little above the average

evaluation. As it can be seen, for children’s parents the most important thing is the

fact that school is located close to home and their child can easily reach the school,

and not the fact that the school has a swimming-pool or a new gymnasium. Also

usage or non-usage of modern technologies is not the main factor, when selecting a

school, because parents’ choice is subjected to personal opinions on the quality of

the education provided by the school.

Factors, which perhaps influence people, when they make a decision on which school will be attended by their child in the

future (respondents who personally have a school-age child/ children: N=249) Average rating*

2.138

3.032

3.923

4.343

4.448

5.000

5.161

1 2 3 4 5 6 7

The school has a new or a good swimming-pool

The school has a new or a good gymnasium

The dominating public impression of the school/prestige of the school

School specialization (mathematics, literature,languages, chemistry, etc.)

Modern technologies are used during the studyprocess (computers, Internet)

Personal impression of the education qualityguaranteed by the school

The school is close to home

*Om

nib

us

surv

ey:

Lat

via,

Ap

ril

2005

the least the mostimportant important

C


At the same time, evaluating various statements on the role of modern technologies

in children’s life, almost all respondents (97,2%) consider that their child could not do

without them and that they should be acquired already at school. Such a position is in

line with the opinion of experts, clarified as a result of the qualitative study, that labor

market requires skills to work with computer technologies and schools should teach

children to work with them (an IT teacher of a grammar school: If I don’t teach my

pupils to work with computers, they won’t be competitive in the labor market). The

opinion that modern technologies will have no importance in children’s future, is

supported by just approximately 5% of respondents.

Several expressions, which sometimes can be heard from children’s parents, when speaking about modern technologies and their

acquirement. (respondents who personally have a school-age child/ children: N=249)*

30.5%

38.6%

46.2%

60.2%

73.5%

24.9%

42.2%

37.8%

31.7%

23.7%

15.3%

70.3%

19.7%

0.4%

5.2%

2.0%

5.6%

22.9%

24.1%

10.0%

0.8%

0.4%

3.2%

2.4%

2.0%

2.8%

1.6%

0.8%

1.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I don’t think it makes sense to acquire thesetechnologies, my children won’t need them

These skills will not be necessary for our generation, but they could be useful for our children

These skills are important and modern technologieshave a future, however unfortunately our children in

most cases use them uselessly (for example, playing games and not using for their

studie

They are necessary for all of us, that is why both I andmy children are using and acquiring the new

possibilities

Children shall acquire modern technologies not onlyat school, but also at home one shall guarantee the

appropriate conditions (computers, Internet), so thatthey could use them substantially

In the modern world children can’t do without themanymore, that is why they should acquire them

already at school

*Omnibus survey: Latvia, April 2005Completely agree Rather agree Rather disagree

Absolutely disagree DK/NA


When analyzing the obtained results by average showings, it can be seen that in the

scale from 1 to 4, where 1 means “absolutely disagree”, but 4 – “completely agree”,

parents have evaluated the statement “in the modern world children can’t do without

them anymore, that is why they should acquire them already at school” with 3,699

points, which is a very high evaluation. Also the other statements, which prove the

significance of computer technologies and the necessity to acquire them, on average

have been evaluated with 3 and more points. But the statement “I don’t think it

makes sense to acquire these technologies, my children won’t need them” has been

evaluated with 1,350 points, which is a very low evaluation.

Several expressions, which sometimes can be heard from children’s parents, when speaking about modern technologies

and their acquirement. (respondents who personally have a school-age child/ children: N=249)

Average rating*

1.350

3.699

3.549

3.306

3.188

2.668

1 2 3 4

I don’t think it makes sense to acquire thesetechnologies, my children won’t need them

These skills will not be necessary for ourgeneration, but they could be useful for our

children

These skills are important and moderntechnologies have a future, however unfortunately

our children in most cases use them uselessly (for example, playing games and not using for

their studie

They are necessary for all of us, that is why both Iand my children are using and acquiring the new

possibilities

Children shall acquire modern technologies notonly at school, but also at home one shall

guarantee the appropriate conditions (computers,Internet), so that they could use them substantially

In the modern world children can’t do withoutthem anymore, that is why they should acquire

them already at school

*Om

nib

us

surv

ey:

Lat

via,

Ap

ril

2005

Absolutely Completely disagree agree

information communication technologies development … · ict development in education in the...

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