SURVEY OF SCHOOLS: ICT IN EDUCATION COUNTRY PROFILE: CZECH REPUBLIC

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1 SURVEY OF SCHOOLS: ICT IN EDUCATION COUNTRY PROFILE: CZECH REPUBLIC November 2012

2 This report was prepared by the Contractor: European Schoolnet and University of Liège under contract SMART 2010/0039. The views expressed in this report are those of the authors and do not necessarily reflect those of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the information provided in this document. Copyright Material in this report may be freely reproduced provided the source is acknowledged. Page 2

3 Table of Contents 1. Introduction... 4 ICT in the Czech Republic s school education system... 4 The Survey of Schools: ICT in Education ICT infrastructure... 6 Availability of computers for educational purposes... 6 Broadband... 7 Connectedness Frequency of ICT use in class... 9 Frequency of ICT use by teachers in class... 9 Students ICT use Digital confidence Teachers Students Professional development Time spent on training Engagement in training School support measures ICT coordinator Incentives : Clusters The digitally supportive school Digitally confident and supportive teachers The digitally supportive student The digitally equipped school Conclusion ANNEX Tables Notes Page 3

4 1. INTRODUCTION ICT IN THE CZECH REPUBLIC S SCHOOL EDUCATION SYSTEM In the Czech Republic the ministry of Education, Youth and Sports determines the state educational policy with the responsibility distributed among the central government, regions and communities. Regions are responsible for education for upper secondary and tertiary professional schools while the communities are responsible for compulsory schooling 1. According to Eurydice s Key Data on Learning and Innovation through ICT at school in Europe 2, in the Czech Republic there are national strategies covering training measures for ICT in schools, e- learning, digital/media literacy and e-skills development. There are central steering documents for nearly all ICT learning objectives 3 at secondary education level, and half of them at primary level. In both primary and secondary schools ICT is taught as a separate subject, and within technology as a subject, while in secondary schools it is also taught as a general tool for other subjects/or as a tool for specific tasks in other subjects. There are no central recommendations or suggestions or support for ICT hardware or software. According to official steering documents, students in primary and secondary schools are expected to use ICT in Mathematics and the Arts and also in natural sciences and social sciences in class, in secondary schools, but there are no recommendations for teacher use of ICT in subjects. There are no central recommendations on the use of ICT in student assessment. Publicprivate partnerships for promoting the use of ICT in primary and secondary schools are encouraged in THE SURVEY OF SCHOOLS: ICT IN EDUCATION In 2011, the European Commission Directorate General Communications Networks, Content and Technology 4 launched the Survey of Schools: ICT in Education, the primary goal of which is to benchmark countries' performance in terms of access, use and attitudes to ICT at grades 4, 8 and 11. The Survey of Schools is one of a series within the European Union's cross-sector benchmarking activities comparing national progress to Digital Agenda for Europe (DAE) and 2020 goals. The Survey is funded by the European Commission Communications Networks, Content and Technology Directorate General and is a partnership between European Schoolnet and the Service d Approches Quantitatives des faits éducatifs in the Department of Education of the University of Liège. The survey took place between January 2011 and May 2012, with data collection in autumn 2011, and covered 31 countries (the 27, Croatia, Iceland, Norway and Turkey). In four countries (Germany, Iceland, Netherlands and the United Kingdom) the response rate was insufficient, making reliable analysis of the data impossible; therefore the findings in this report are based on data from 27 countries. This country profile should be read in conjunction with the Report of the Survey of Schools: ICT in Education (the main report ). The profile presents key indicators concerning access, use and attitudes to Information and Communication Technology in primary and secondary schools derived from 1 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php?title=home 2 data series/129en.pdf, published in 2011, specifically the following tables and associated commentaries: A6, B6, B7, C2, C3, C4, C12 and E10. 3 i.e. knowledge of computer hardware and electronics, using a computer, using mobile devices, using office applications, searching for information, using multimedia, developing programming skills, and using social media 4 Page 4

5 responses to surveys completed by head teachers, teachers and students, showing national results against the average and, where possible, for grade 8 only. Charts for this grade are shown but not for other grades for reasons of brevity and clarity and because results at this grade tend to be indicative of all grades (i.e. having the characteristics and revealing issues found both at grade 4 and at grade 11). The text provides information about the results and rankings at other grades and a reference to the particular chart in the main report. The full report, country profiles, background information, questionnaires, tables, details of the methodology and the raw data are freely available at https://ec.europa.eu/digital-agenda/en/pillar-6- enhancing-digital-literacy-skills-and-inclusion. The authors may be contacted at and information about the survey is at Page 5

6 2. ICT INFRASTRUCTURE AVAILABILITY OF COMPUTERS FOR EDUCATIONAL PURPOSES In the Czech Republic there are computers (i.e. desktop, laptop or tablet, whether or not connected to the internet) available for students at all grades close to the average at all grades except grade 11 general where there are above average numbers of students per computer (see main report fig. 1.1). Fig. 2.1 shows how the Czech Republic compares at grade 8 to other countries on this indicator. 30 Fig. 2.1: Students per computer (Grade 8, country and level, ) SE NO ES DK CY BE EE CZ FI AT IE FR HU PT LT SK MT LV SL PL HR BG IT RO EL TR As for computers connected to the internet at grade 8 (fig. 2.2), in the Czech Republic most computers are desktops, with relatively few laptops in evidence. The Czech Republic ranks fourth in students to desktop computer ratio. In the Czech Republic there are considerably fewer laptop computers at all grades compared to the average (main report fig. 1.2). On this measure, at all grades the Czech Republic ranks in the middle group of countries, except at grade 4 where it ranks in the leading group of countries. 250 Fig. 2.2: Students per internet-connected desktop and laptop computer (Grade 8, country and level, ) CY BE AT CZ EE ES FI FR PT IE LT SK LV MT HU DK PL SI SE NO BG HR IT RO EL TR Desktops Laptops Computers tend to be located in computer labs at all grades in the Czech Republic (main report 1.3). Lower percentages of students than in most countries are in schools where over 90% of computers are operational (main report, fig. 1.4), 59% at grade 8 compared to 76% mean. Page 6

7 BROADBAND In the Czech Republic the percentages of students in schools without broadband are below the average at all grades, with none at grade 4 and 11 general. At most grades, the percentages of students in schools with broadband speeds faster than 10mbps is close to or below the mean, except at grade 4 where it is above. The percentage of students in schools with more than 100 mbps is close to the mean at all grades, and above at grade 8. Fig. 2.3: Broadband speed (% students excluding 'don't know', Czech Republic and, ) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Grade 4 0% 8% 5% 17% 27% 21% 25% 22% 27% 20% 11% 9% 4% 4% Grade 8 5% 5% 10% 19% 42% 28% 17% 25% 25% 2% 9% 9% 5% Grade 11gen 4% 17% 6% 18% 40% 23% 25% 25% 13% 12% 6% 10% Grade 11voc 3% 17% 7% 6% 15% 29% 21% 29% 24% 16% 14% 8% 11% No broadband <2mbps 2-5 mbps 5-10 mbps mbps mbps >100 mbps Fig. 2.4 shows how the Czech Republic compares to other countries at grade 8: eighth highest in terms of the percentage of students in schools with high speed broadband and in the middle group of countries at other grades (main report, fig. 1.8). Fig. 2.4: Broadband speed (Grade 8, country and level, , ranked by >100mbps, ) 100% 80% 60% 40% 20% 0% NO DK SE FI EE AT PT CZ LV LT TR BG IE SL SK CY RO ES HR HU FR EL BE IT PL MT >100mbps mbps 10-30mbps 5-10mbps 2-5mbps <2mbps No broadband There are significant positive correlations between the population size of the school s locality and broadband speed in the Czech Republic in grade 11 vocational schools (main report, section 1). Page 7

8 CONNECTEDNESS Percentages of students in schools that have connected characteristics, e.g. having a website or a virtual learning environment (VLE) are shown below, as well as those with none of these items. In the Czech Republic, the percentage of students in schools with a website is higher than the mean at all grades, with 100% at grade 11 general. The percentage of students in schools with a virtual learning environment is close to the mean at grade 11, but lower at the other grades, notably at grade 4. Unconnected schools are rare at all grades, with none at grade 11 general, below the average Fig. 2.5: Percentage of students in connected schools - website, virtual learning environment, no connectedness (Czech Republic and, ) Grade 4 Grade 8 Grade 11gen Grade 11voc Czech Republic Czech Republic Czech Republic Czech Republic 95% 23% 5% 79% 32% 15% 95% 22% 5% 86% 58% 10% 100% 56% 0% 92% 61% 7% 98% 60% 2% 93% 63% 6% 0% 20% 40% 60% 80% 100% School website VLE No connectedness The Czech Republic ranks in the bottom group of countries as regards virtual learning environments at grade 8, as seen in fig. 2.6, and in the middle group of countries at other grades (main report, fig. 1.10). Fig. 2.6: % of students in schools with a virtual learning environment (Grade 8; country and level, ) 100% 80% 60% 61% 40% 20% 22% 0% NO PT DK FI SE ES FR BE AT SL IE EE LV SK LT RO PL EL TR CY CZ BG MT HR IT HU In the Czech Republic and of schools with VLEs, at grade 4 and grade 8 they rank in the bottom group of countries with relatively few offering external access, but in the leading group of countries at grade 11 with high levels of access to both teachers and students (main report section 1). Page 8

9 3. FREQUENCY OF ICT USE IN CLASS FREQUENCY OF ICT USE BY TEACHERS IN CLASS Teachers frequency of use of ICT in lessons is shown in the charts below. In the Czech Republic use of ICT by teachers is close to the average at all grades. There are more teachers using ICT in more than 25% of lessons, above the average, at all grades, except at grade 4. The most intense use is at grade 11 general where about one in four use ICT with their students in more than 75% of lessons. Fig. 3.1: Frequency of use of ICT equipment by teachers in lessons (in % students, Czech Republic and, ) Grade 4 Grade 8 Grade 11 gen Grade 11 voc 4% 4% 10% 3% 6% 7% 11% 7% 12% 7% 7% 8% 26% 19% 15% 14% 17% 15% 14% 15% 12% 24% 18% 20% 21% 17% 23% 13% 17% 17% 22% 19% 18% 19% 14% 17% 16% 19% 19% 21% 17% 14% 16% 14% 9% 13% 5% 7% 9% 7% 6% 4% 11% 6% 13% 10% 10% 9% 7% 7% 8% 6% 2% 4% >75% of lessons 51-75% of lessons 25-50% of lessons 11-24% of lessons 6-10% of lessons 1-5% of lessons <1% of lessons Don't know Fig. 3.2: Teachers' use of ICT in at least 25% of lessons (% students, Czech Republic and, ) Grade 4 Grade 8 Grade 11gen 24% 29% 36% 32% 35% 32% Czech Republic mean Grade 11voc 50% 57% 0% 20% 40% 60% 80% 100% Page 9

10 Fig 3.3 shows that the Czech Republic ranks in the middle group of countries at grades 8 and 11 concerning percentages of students in schools where teachers use ICT in more than 25% of lessons but in the bottom group of countries at grade 4 (main report, fig. 2.2). 100% 80% Fig. 3.3: Teachers' use of ICT in more than 25% of lessons (Grade 8, and country level, ) 60% 40% 36% 32% 20% 0% PT IE TR EE CY SK HR SI SE DK FR MT LV CZ BE EL RO IT NO HU FI LT ES BG AT LU PL As regards teachers use of ICT (Section 3 of the main report), the Czech Republic is in the top three countries where teachers have been using ICT in lessons for more than six years at all grades except for grade 4 where it is in the bottom group of countries (main report, fig 3.2). The Czech Republic is fourth in terms of student-centred learning at grade 4 and grade 8, in the leading group of countries at grade 11 vocational (fig. 3.5) and in the middle range at grade 11 general. STUDENTS ICT USE Students at grade 8 and 11 were asked how frequently they used various items of ICT equipment in their lessons for learning purposes. The chart below shows their reported intensity of use of a school computer, and of their own laptop or mobile phone. In the Czech Republic student use of computers in class is above the mean at all grades. The use of student s own laptop is close to the mean at grade 11 but lower at grade 4. Mobile phone usage is above the mean at all grades. Fig. 3.3: Percentages of students using ICT equipment in class for learning, at least once a week (Czech Republic and, ) Grade 8 Grade 11voc Grade 11gen School desktop or laptop computer Own laptop Own mobile phone Page 10

11 At grade 8 students reported use of school computers is in the mid-range of countries, over 62% saying they use them at least once a week, ranked twelfth (fig. 3.5), and fifth and seventh at grades 11 general and vocational respectively (main report, fig. 2.5). 100 Fig. 3.5 Use of school desktop/laptop for learning purposes at least weekly (% students, Grade 8, country and level, ) BG MT DK SK CY HR TR LT HU PL EL CZ NO PT SE IE ES EE RO BE LU IT LV FR AT SI FI Compared to other countries at grade 8 (fig.3.6), students in the Czech Republic are relatively heavy users of their own mobile phone but there is less use of their own laptop in school. At other grades these figures are similar (main report, fig. 2.5). 100 Fig. 3.6 Use of own mobile phone or laptop for learning purposes at least weekly (% students, Grade 8, country and level, ) LT LV DK EE PT PL CY HR SE BE SK LU BG AT NO Own mobile phone CZ RO HU FI Own laptop EL IE SL FR IT ES TR MT Students in the Czech Republic report using interactive whiteboards much more frequently than the average at all grades, ranked first at grade 8 and grade 11 vocational and third at grade 11 (main report, fig. 2.6). Concerning students ICT-based activities during lessons, the Czech Republic is among the leading group of countries as measured by frequency of use (main report, fig. 2.8) at all grades. Page 11

12 4. DIGITAL CONFIDENCE TEACHERS The mean score of students in the Czech Republic being taught by teachers declaring confidence in their operational skills close to 3 in all grades, much in line with the mean, but is notably below the mean in social media skills at all grades. Fig. 4.1: Teachers self-confidence in their operational and social media skills (by grade; mean score of students 1 being 'none' and 4 being 'a lot'; Czech Republic and ; ) Fig. 4.1a: grade 4 Fig. 4.1b: grade 8 Social media skills Operational skills Czech Republic Social media skills Operational skills Czech Republic Fig. 4.1c: grade 11 gen. Fig. 4.1d: grade 11 voc. Social media skills Operational skills Czech Republic Social media skills Operational skills Czech Republic Comparing confidence levels at grade 8, teachers confidence in their operational skills places the Czech Republic in the middle group of countries (fig. 4.1e), as is the case at all other grades (main report, fig. 4.13). Page 12

13 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' Fig. 4.1e Teachers' confidence in their operational skills (Grade 8, country and level, ) LU AT PT MT IE PL SI FR SE NO DK SK CZ IT RO CY ES BG EL TR EE LV FI HU LT BE HR At grade 8 Czech Republic teachers are in the lowest group of countries as regards social media confidence (fig. 4.1f) and this is also the case at other grades (main report, fig. 4.14). Fig. 4.1f Teachers' confidence in their social media skills (Grade 8, country and level, ) 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' EE TR SE FI IE NO SK DK MT LU PT SI PL ES FR RO IT BG HR LT AT EL CZ HU CY BE LV Page 13

14 STUDENTS The mean score of students in the Czech Republic at Grade 8 and Grade 11 is below the mean. Fig. 4.2: Students' self-confidence in their ICT skills (by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; Czech Republic and ; ) Fig. 4.2a: grade 8 Fig. 4.2b: grade 11 gen. Social media skills Social media skills Operational skills Responsible internet use Czech Republic Operational skills Responsible internet use Czech Republic Safe internet use Safe internet use Fig. 4.2c: grade 11 voc. Social media skills Operational skills Responsible internet use Czech Republic Safe internet use Confidence in operational skills is lower than the mean amongst grade 8 students (fig. 4.2d), higher, indeed in the leading group of countries at grade 11 (main report, fig. 4.18). Page 14

15 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' PL PT FR NO Fig. 4.2d Students'' confidence in their operational skills (Grade 8, country and level, ) LT HU SE AT EE SK CY IT FI MT DK ES CZ LV HR BG SI RO EL IE BE TR LU The Czech Republic is in the middle group of countries for confidence in social media competence at grades 8 (fig. 4.2e) as is the case for grade 11 vocational, and is ranked eighth at grade 11 general for (main report fig. 4.18). 1 'None', 2 ' A little', 3 'Somewhat', 4 'a lot' PL EE SE PT Fig. 4.2e Students'' confidence in their social media skills (Grade 8, country and level, ) FI HU LT FR NO SK LV HR RO CZ AT BG IE ES CY SI DK TR IT EL MT LU At all grades students in the Czech Republic are in the leading group of countries in terms of confidence to use the internet safely and to use it responsibly (main report, fig. 4.16, 4.17), and rank first at grade 11 general in terms of confidence to use the internet safely. Page 15

16 5. PROFESSIONAL DEVELOPMENT TIME SPENT ON TRAINING The majority of students at all grades in the Czech Republic are taught by teachers who have invested more than 6 days in professional development activities during the past two years, above or close to the average. In the Czech Republic fewer students are in schools where teachers have spent between 1 and 3 days on ICT professional development activities, below the mean, except at grade 8 which is at the level. Percentages of those who have spent no time are below the mean at all grades. Fig. 5.1: Time invested by teachers in professional development activities during the past two years (in % of students; excluding '4-6 days' and '< 1 day'; Czech Republic and ; ) Grade 11voc Grade 11gen Grade 8 Grade 4 1% Czech Republic 17% 56% 12% 19% 48% 3% Czech Republic 16% 61% 5% 16% 61% 2% Czech Republic 20% 57% 11% 23% 45% 3% Czech Republic 16% 68% 10% 21% 49% 0% 20% 40% 60% 80% 100% No time 1-3 days > 6 days Page 16

17 ENGAGEMENT IN TRAINING As Fig. 5.2 below shows, in the Czech Republic more than the average of students are in schools where teachers have recently undergone ICT training provided by school staff, at all grades except at grade 8 which is at the level. Fewer are in schools where teachers take part in training through online communities or have recently undertaken personal learning, below the average all grades. Fig. 5.2: Means through which teachers have engaged in ICT related professional development during the past two years (by grade; in % of students; Czech Republic and ; ) Fig. 5.2a: grade 4 Fig. 5.2b: grade 8 Participation in online communities ICT training provided by school staff Personal learning about ICT in your own 10% 25% 40% 54% 63% 70% 0% 20% 40% 60% 80% 100% Czech Republic Participation in online communities ICT training provided by school staff Personal learning about ICT in your own time 8% 31% 50% 51% 59% 74% 0% 20% 40% 60% 80% 100% Czech Republic Fig. 5.2c: grade 11 gen. Fig. 5.2d: grade 11 voc. Participation in online communities 13% 28% Participation in online communities 21% 28% ICT training provided by school staff 55% 44% Czech Republic ICT training provided by school staff 54% 41% Czech Republic Personal learning about ICT in your own 61% 72% Personal learning about ICT in your own 71% 70% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100% Page 17

18 Fig. 5.2e shows that grade 8 teachers in the Czech Republic have taken part less extensively in professional development of two types in the preceding two years, except for pedagogical ICT training around the average. Fig. 5.2e: Participation in professional development (Grade 8, by type, country and, ) AT BE BG HR CY CZ DK EE FI FR EL HU IE IT LV LT LU MT NO PL PT RO SK SI ES SE TR 54% 53% 19% 33% 31% Pedagogical Subject Online communities In the Czech Republic at all grades percentages of students taught by teachers for whom ICT training is compulsory are among the highest in the (main report, fig. 4.2). As regards involvement in personal learning about ICT in their own time (main report, fig. 4.4), percentages (in the range 59% to 70%) are below the mean at all grades. The percentage of students taught by teachers participating in training provided by school staff is close to the mean at grade 8, but higher at other grades (main report, fig.4.5). Between 1 and 3 per cent of students are taught by teachers who have not spent any time on ICTrelated professional development activities during the preceding two years (main report, fig. 4.11); some of the lowest figures in the for this indicator. Page 18

19 6. SCHOOL SUPPORT MEASURES In general students in the Czech Republic are in schools where averages of ICT strategies are implemented (main report, fig. 5.3), in the middle group of countries and in the leading group of countries at grade 11 vocational. There are low percentages of students in schools with strategies to support teacher collaboration (main report, fig. 5.7), ranking the Czech Republic in the bottom group of countries at all grades, second from last at grade 11. The Czech Republic is in the leading group of countries as regards strategies about responsible internet and social media use (main report, fig. 5.10) at grade 4 and 8, the middle group of countries at grade 11 general, and in the lowest group at grade 11 vocational. On the other hand the Czech Republic is in the top group countries for percentages of students in schools with change management programmes at all grades (main report, fig. 5.14), at all grades, and third highest at grade 4. ICT COORDINATOR In the Czech Republic, compared to the situation at level (see Fig. 6.1), a significant majority of students are in schools where ICT coordinators are provided at all grades. The majority of students are in schools that employ full time ICT coordinators providing pedagogical support as well as ICT support at all grades, considerably above the mean,. In the Czech Republic, compared to the situation at level (see fig. 6.1), around 90% of students at grade 4 are in schools where ICT coordinators are provided compared with the level of 62%, and this is higher at all other grades, significantly so at grade 11 general. Students at all grades are in schools that employ full time ICT coordinators, at a much higher level than the mean. The ICT coordinators provide pedagogical support above the level at all grades, notably higher at grade 8. Page 19

20 INCENTIVES In the Czech Republic most students are in schools where there are forms of incentive or reward for using ICT, above the average at all grades, considerably so in terms of training hours and equipment, and generally for financial incentives and reduction of hours. Fig. 6.3a: Percentages of students in schools with incentives to reward teachers using ICT in T&L (grade 4; in % of students; Czech Republic and ; ) Additional training hours Additional equipment 39% 35% 68% 60% Competitions and prizes 24% 17% Financial incentives 17% 73% Reduction of teaching 7% 4% 0% 20% 40% 60% 80% 100% Fig. 6.3b: grade 8 Additional training hours Additional equipment Competitions and prizes Financial incentives Reduction of teaching hours 12% 15% 12% 5% 2% 39% 33% 57% 67% 74% 0% 20% 40% 60% 80% 100% For further details please refer to Section 5 of the survey report. Page 20

21 7: CLUSTERS THE DIGITALLY SUPPORTIVE SCHOOL The concept of the digitally supportive teacher also emerged from a close analysis of the data. Such teachers have high confidence in and a positive attitude towards ICT and high access to ICT and low obstacles to using it. Teachers having high confidence in and a positive attitude towards ICT even seem to be able to overcome low access to ICT and high obstacles. In the Czech Republic at most grades (except 11 general) the percentage of students in schools with strong support is above the mean, particularly at grade 4. Page 21

22 At grade 8 the Czech Republic ranks first compared with other countries having schools with strong policy and strong support (type 1) and in the leading group of countries with both weak policy and weak support (type 4). It is a similar story at grade 4 and 11 vocational, where percentages of type 4 schools are among the lowest (main report fig. 8.1). At grade 11 general the Czech Republic is in the bottom group of countries with type 1 schools, with a high percentage of students in type 3 and type 4 schools, where there is weak support. Slovenia Ireland Norway Malta Lithuania Bulgaria Slovakia Denmark Belgium Estonia Turkey Austria Portugal Latvia Spain Sweden Finland Poland Hungary Romania Cyprus France Italy Greece Croatia Fig. 7.1: Digitally supportive schools (% students, grade 8, and country level, % 20% 40% 60% 80% 100% School type 1 - Strong policy & strong support School type 2 - Weak policy & strong support School type 3 - Strong policy & weak support School type 4 - Weak policy & weak support DIGITALLY CONFIDENT AND SUPPORTIVE TEACHERS The concept of the digitally supportive teacher also emerged from a close analysis of the data. Such teachers have high confidence in and a positive attitude towards ICT and high access to ICT and low obstacles to using it. Teachers having high confidence in and a positive attitude towards ICT even seem to be able to overcome low access to ICT and high obstacles. Percentages of students taught by digitally supportive teachers in the Czech Republic vary according to grades: close to the average at grade 8, above in vocational schools and below at grade 4 and 11 general. Page 22

23 A lower percentage of students at grade 8 compared to other countries is in schools with type 1 teachers (fig. 7.2), ranking the Czech Republic in the middle group of countries in this respect. At other grades (main report, fig. 8.3), the Czech Republic is in the bottom group of countries at grade 4 in terms of digitally supportive teachers, but ranked sixth in the leading group of countries at grade 11 vocational. Fig. 7.2: Digitally supportive teachers (% students, grade 8, and country level, ) Ireland Portugal Slovenia Hungary Slovakia Spain Estonia Bulgaria Austria Poland Norway France Turkey Lithuania Italy Malta Latvia Denmark Belgium Romania Croatia Sweden Finland Cyprus Greece Luxembourg Type 1 - high teachers confidence/ attitude & high access/low obstacles Type 2 - high teachers confidence/ attitude & low access/high obstacles Type 3 - low teachers confidence/ attitude & high access/low obstacles Type 4 - low teachers confidence/ attitude & low access/high obstacles 0% 20% 40% 60% 80% 100% THE DIGITALLY SUPPORTIVE STUDENT A digitally supportive student being defined as having high ICT access and use at school and at home, the percentages of such students in Czech Republic are above the mean at all grades surveyed. Fig.C: Percentages of students by profile in terms of ICT use at home and at school (all grades, Czech Republic and, ) grade 8 grade 11gen grade 11voc % 20% 40% 60% 80% 100% Student profile 1 - High access/use at school & home Student profile 2 - Low access/use at school & high access/use at home student profile 3 - Low acess at school & home Page 23

24 On this measure, percentages of type 1 grade 8 students are close to the mid-range of countries in Europe (fig. 7.3) but in the leading group of countries at grade 11 (main report, fig. 8.5). At all grades the Czech Republic is amongst the top ranking countries in terms of low percentages of type 3 students, i.e. few with low access both at school and at home. Fig.7.3: Digitally supportive students (% students, grade 8, and country level, ) Denmark Turkey Lithuania Norway Latvia Poland Estonia Bulgaria Portugal Cyprus Slovakia Malta Hungary Sweden Spain Greece Italy Romania France Croatia Slovenia Luxembourg Belgium Ireland Austria Finland % 20% 40% 60% 80% 100% Student profile 1 Student profile 2 Student profile 3 THE DIGITALLY EQUIPPED SCHOOL A digitally equipped school is well equipped, has fast broadband (above 10mbps) and is connected (i.e. has at least one of these: a website, for teachers and students, a local area network, a virtual learning environment). Analysis of the data revealed three clusters of schools according to these measures: Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels, fast broadband and relatively high connectedness Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow (less than 10mbps) or no broadband, and some connectedness Type 3: As type 2 but with no connectedness In the Czech Republic percentages of students in type 1 schools are above the mean at grade 11 general but below at other grades. However few are in type 3 schools. Page 24

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