Study on Technology’s impact in Primary Schools (STEPS)

The STEPS study focuses on providing evidence on the impact of ICT in primary schools in three main areas: teachers, learners and schools and summarises the main enablers and barriers for ICT use in the EU 27 plus Iceland, Liechtenstein and Norway.
In this context, evidence has been gathered from more than 50 studies in the literature review, by analysing quantitative data from the LearnInd surveys of more than 30,000 teachers and head teachers (view the survey) and qualitative surveys with policy makers and schools.

Moreover, 20 cases studies illustrating examples of good practices were carried out in European countries. A comparative analysis on ICT policy and practice in 30 European countries has been integrated into a final report including a set of guidelines and recommendations on the integration of ICT in early education for policy makers and stakeholders. Altogether and in addition to the final report 30 Country Briefs summarising the situation in each country have been developed.

A study on the impact of ICT in primary schools is especially valuable with regard to the current debate on ICT and to enhance public debate regarding ICT. Until now, the focus of research on the impact of ICT has been selective - as the ICT Impact study by EUN has shown (http://insight.eun.org/ww/en/pub/insight/
misc/specialreports/impact_study.htm), and the literature currently is primarily concerned with secondary schools and with developments in the UK and the Nordic countries.