Abstract:

Today no one doubts the important role of ICT (Information and Communication Technology) in our society. The use of computers as a tool is one of the basic skills of young students. The use of ICT in education is increasingly important for theory and educational practice.

In December 2007 were published the first results of PISA 2006 (Programme for International Student Assessment). This edition focuses mainly on the level of the students in the sciences. On the provision of ICT, only an indicator appears referring to the average number of computers per student devoted to teaching duties, without distinction as to type of school. Unable to establish comparative data published in previous editions. Spanish average stands at 10 students per computer compared to 3.6 in the UK which gives the best ratio. The average for OECD countries is at 6.7 student / computer. Among European Union countries, the worst ratios (more than 14 students / computer) can be found in Portugal and Poland.

In the framework of the objectives contained within the i2010 European program, specifically those related to the measurement of the availability of ICT and use of elearning in schools, the European Commission started in January 2006 the study "Indicators for Policy eLearning 2006".

The main objectives of the study sponsored by the European Commission are two. First is to update the data on the indicator "number of students per computer with Internet connection" and relate these to other potential indicators of educational use of ICT in compulsory education. Second, is to see what facilities are available and how the teachers used in schools. The study was conducted in 25 member countries of the European Union, Norway and Iceland and the results of this study are made public in August 2006 (European Commission 2006).

This paper reports primary data analyses of the ICT situation in the secondary schools in Alicante (Spain). The methodology used to collect information is an auto administrate questionnaire relating to the availability, location, internet access and computer’s uses. Data were collected with the participation of 67 schools in Alicante province. We propose a number of hypotheses, describe the methodology used, and discuss and analyze the results, and finally we show some conclusions.

Results show that the technology available appears to be greater in private schools than in public. Regarding the location of the technological means usually found in specific classrooms (computer classrooms). The equipment can be considered quite modern and predominantly Internet connection via ADSL (Asymmetric Digital Subscriber Line) access.

Keywords:

ICT, education, technology, learning, secondary level school.