Academic Leadership: The Online Journal


Our study stems from the rigorous analysis of the integration of computers as a common resource for teaching and learning. This process started to be developed some years ago, all over the world. Not long ago computers were only occasionally found in schools or only in specific classrooms. Nonetheless we are witnessing a huge political and economic effort working towards the universalization of communication and information technologies. This is made evident by convocations, projects and programmes supported in most cases by international, national or even regional and local education administrations and institutions. This investment in facilities and maintenance of IT equipment – software and hardware – often doesn’t find adequate educational policies which manage in a correct and coherent way the resources which are offered to schools. Problems are detected regarding the adequate implementation and use of resources, as well as teachers’ ICT training and the evaluation of the impact of integration of technology in the classroom on teaching-learning processes; among others. In the last few decades, experiments and studies on integrating information and communication technologies (ICT) at the different levels of education have widely spread both in the national and the international sphere, focusing on different aspects. Area (2005) points out the abundant “empirical information about ICT in schools” and highlights studies[1] on quantitative indicators that describe and measure the introduction and use of computers in school systems. It also underlines studies on the effects of computers on the students’ performance and learning, on perspectives, opinions and attitudes of external educational agents (managers, supervisors, support teams) and teachers towards the use and integration of technologies, and also studies on the use of computers in the centres and classrooms carried out in real contexts.


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