The document discusses the integration of information and communication technologies (ICT) into classrooms in the Escoles Pies of Catalonia (EPC). It finds that while schools have computer infrastructure, ICT use in teaching remains low. The introduction of one computer per student was an opportunity, but financial differences between public and private schools emerged. Teachers are more motivated by ICT but also fearful. The EPC plays an important role in encouraging ICT adoption and providing support to schools during difficult financial times. A case study approach is used to understand ICT integration in four EPC schools at different stages of adoption.

1. Neus Ferran, Albert Sangrà & Marc Romero
eLearn Center, Universitat Oberta de Catalunya
(SPAIN)

2. Introduction
The current ecological paradigm
Inclusion of ICT in Spanish classrooms
Innovation in teaching methods – Learning with ICT

3. Impact of ICT on society = Impact on educational context.
Schools are different characteristics -> this made significance at schools
Teachers need to be aware because education is:
Intentional, planned, designed and made with a specific purpose
New ICTs = new Conditions of the
organizational forms present:
SCHOOL
Teachers and students the resistance
CHANGE??
(T&S) = different forms the different learn
of information to understand C H A N G E
The problem is in attitudes from politicians
to support the educational and necessary change

4. In the implementation of the reform promoted by the LOGSE digital technologies
were only relevant
Every change in the government leads a new educational law
My doctoral thesis focused on methodological and organizational changes as a
result of the integration of ICT in the classrooms

5. In the schools we conserve
The e c o l o g i c a l p a r a d i g m is what best
the previous organization defines the reality of the current schools’
forms as management team, organization because it includes the external
faculty, school board, environment.
administration and services.
ICT involves changes in the
school’ organization and
infrastructure, the media, the
methodologies… and teachers
training.
We have to adapt schools at
SI characteristics: diversity,
flexibility and horizontality.

6. Every year the proportion of computers per student increases but the use
of ICT by teachers and students for education is still low because aren’t
regarded as important to develop in students (Plan Avanza I and II)
The student – centred activities stimulated by ICT don’t match by the
traditionally designed schedules
The teachers’ role need to change to more active participation of students
in class
The education lives a tension between two functions:
• Make and transmit what is known
• Encourage creativity and the shift towards the unknown
THERE HAS TO BE A C H A N G E IN THE M E T H O D O L O G Y

7. The i n n o v a t i o n influence and determine the characteristic aspects of work in
the classroom
Teachers are the ones to use resources and promote the learning on all kinds of
students
Each resource can be justified in terms of
three parameters shown in the figure.
OWN At this point it is important:
TECHNICAL • to design learning situations in which
QUALITY
ICTs are used as a common tool
• not only transferable in a linear form
+ • but that also allowed to transfer the
technological process
CURRICULAR CONTEXT
FUNCTIONALITY OF USE • To be adapted to other contexts and
used to solve problems
• or rethink the problems that appear in
the new context.

8. History
Working methodology
Case studies
First conclusions

9. 1597 1993 – 2009 2011
1993 The effect of the
Methodological economic crisis
Sant Josep de Style =
Calassanç opened Escoles Pies has a
+ impossible in all
in 1597 a school more than 400
1998/99 Started schools
for all children years history
behind Internet as a CONSEQUENCE
He wanted a teaching resource process
school for + lengthened
everyone It was the first
public school in 2000/01 +
Europe Orientation to need other
He defended the the Internet
childrens’ right to viable
education Opening alternatives
Has 20 educational
EPC to society =
He founded the institutions
religious order of In 2009/10 the development ≠
the Escoles Pies ICT plan was ICT plans in
initiated in some schools
schools

10. Mission
Educate children and young people to grow free and autonomous, critically, to
live in community and feel committed to building a more just, sustainable and
peaceful world
Work emotional aspects
Vision
Design organization flexible
Encourage an open model
"Implementation of ICT in the classroom"
The model of the The introduction
Education of 1x1 and a IWB
The pedagogical
Department in in every Training of
model within the
order to be a classroom teachers
Escoles Pies
guide for all
Catalan schools
THE EPC COMBINES THE INTEGRATION OF ICT IN THE CLASSROOM AND IN THE
TEACHING-LEARNING PROCESS.

11. The research seeks to u n d e r s t a n d a n d i n t e r p r e t :
STUDIES
• The reality of education
CASE
• the meanings of the actors involved: perceptions, intentions & actions
• with a holistic focus of the case analysed
QUALITATIVE DATA QUANTITATIVE DATA
Documents
EPC
Schools Surveys
Interviews face to face Teachers
General Secretary of
Heads Pedagogical and ICT from EPC Schools
Heads of schools
Coordinator of ICT in schools
From the data gathered through qualitative and quantitative techniques a
subsequent triangulation of results is allowed.

12. The research was divided into 5 phases and it’s currently going between stages 3
and 4 that take place in parallel way.
3: Type of design,
1: Defining the 2: Drafting on 4: Process
choose methods and 5: Final
object of the theoretical and interpret
instruments and conclusions
investigation framework data
collect data
OG1: Analyze and describe the process of integrating ICT in Escoles Pies of
Catalonia (EPC) from 4 selected cases
• Analyze evolution of different levels at schools
• Describe the organizational change and different strategies
• Describe the types of ICT training relevant
OG2: Identify, based on the perceptions of stakeholders in the schools studied,
factors facilitating integration of ICT that can base the design improvement
suggestions
• Identify elements of educational innovation with ICT
• Discover the perception of stakeholders: possibilities and limitations
• Design methodology to improve the implementation

13. C A S E S T U D Y is appropriate to achieve the objectives: describe and interpret
with the deployment in the real scenario, we can determine the critical factors
Involves the participants in the co-construction of the reality
Allows to adopt a self-reflexive approach to understand the case
Specific case with four different cases  chosen before the investigation starts
Each school formed by learning community: T&S, admin &services, S’ families
The choice: number of educational lines, and the level of ICT implementation:
introduction, growth and maturity from OCDE
Context 1: 3 lines Context 2: 3 lines Context 3: 4 lines Context 4: 2 lines
EP Calella EP Sabadell EP Sarrià-Calassanç EP Olot
- introduction +/- application or growth + proper Integration or maturity

14. "Catalonia's schools have computer infrastructures and equipment facilitated by
the administration or acquired by themselves that allow to deploy technologies for
teaching and learning“ (Head, 1)
1x1 was an opportunity for all the schools Two years ago = scratch + without
It had a financial difference between public help = difficult: one of the cuts was
and private schools this project. EPC:
Many private schools found the project • Continuing with a part being
attractive and financed themselves (Head, 1&2) financed by families
• Reconsider all contracts with
suppliers
• Allowing many investments: If a
Each school has different ways school needs liquid to invest it can
be given by the other schools (Head, 1)
They have a common space to share
experiences
Educational change and innovation are
associated with words like excitement,
enthusiasm and desire (Head, 3) Head 1, 2 and 3 are the interviewees

15. Change to a more democratic
educational platform against a One computer per classroom, or small
previous payment platform classrooms with computers
imply that almost all the Good external indicator is the fact of having
entire staff of the EPC uses ICT Wi-Fi in schools
Helps schools to adapt to the Problems with these facilities, such as Wi-Fi
current crisis context connecting or poor infrastructure (Head, 1 &2)
(Head, 1)
Teachers are more motivated but they fear: students know more
than them, a lack of security against using the ICT
At this time there are no words such as I will not, I cannot, or I do
not know ,…these words correspond to the past (Head, 3)
The main conclusion from the early findings is that schools in times of crisis are
used to work cooperative and collaboratively and find ways to share and
continue using ICT in their everyday and within the teaching – learning process
Moreover, the important role played by the Secretariat of Escoles Pies of
Catalonia provides and encourages schools to improve ICT and gives security to
them

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17. nferranb@uoc.edu
neus.ferran@escolapia.cat