AIL Parent Survey Results

Activating Innovative Learners Erasmus+ Parent Survey - Google Forms

Teacher analysis of the survey.

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At the transnational meeting in Belgium teachers shared the data collected and provided a commentary on the results. Particular focus was made on unexpected or undesirable results.

Wales

  • 55.6% of the parents allow their children to spend 1 to 2 hours a day online at home.
  • 77.8% of the parents said that their children use the internet for playing games.
  • 77.8% of parents stated that their child uses the home computer for gaming.
  • 66.7% of the parents said that their children use the internet at home to help with their homework.
  • 33.3% of the parents do not have rules for their children when they are using the internet.
  • From the 66.7% of parents who have set rules feel that they are adequate. These include rules such as: no talking to strangers and restricting the access and time limit.
  • All parents said that they felt comfortable learning and working with different technologies.
  • Only 11.1% of the parents disagreed that technology is essential to the learning experience of children.
  • All parents stated that they would support funding for technology use with learning.
  • 22.2% of the parents do not feel that their child has strong technological skills.
  • 11.1% of the parents do not feel the school uses technology for communicating with home and family (e.g. voice messaging, newsletters and email).
  • All parents agree that iPads and other technology improves their child’s learning experience and motivation.
  • All parents agree that technology improves their child’s ability to work collaboratively.
  • All parents agree that using technology improves their ability to access and analyse information and encourages their curiosity of the world.

Germany

During our Christmas celebrations in school we asked 31 parents to take part in the survey. We used  the school’s Ipads.

Here are the results:

93,5% of the parents have got a computer or an Ipad with an Internet connection at home.

Only 18% of the children have their own Email address.

Concerning the time which the children are allowed to use the Internet we can see 3 groups of about similar size:

under 1 hour a day, 1-2 hours a day and more than 2 hours a day.  They are mainly playing video games, listening to music and  watching films.

Less frequently they use the Internet for doing their homework or for social media.

Internet usage is usually only allowed under certain conditions, among them: time limits, prohibition of chargable online games and turning on parental control programs.

So the parents take care of the compliance of age restrictions or use a child protection program on the computer.

Some parents are claiming that they want to know what their children are doing in the Internet.

The parents think that both they themselves as well as their children are competent in using new medias and they support their children using them.

They also want their children to learn how to use new media in school and would prefere there being more Computers and tablets.

In the opinon of the parents working with new media increases motivation, achieves better results, improves the means of information gathering, increases curiosity and improves the means of communication available.

12 parents are interested in  parent and child media lessons at school.

Norway

It was a challenge to get the surveys completed because of data problems.

We asked the parents on a Facebookgroup to take part in a survey about computer skills, own use and pupils use of computer.

28 parents did answer. Most parents from secondary school, 60% were parents in secondary school.

There were not many parents taking the survey, because the survey came at the same time as another big survey for parents. Next time we will try to get more answers.

The parent`s tell that they have good computer skills and they are positive to pupils using technology at school. The parent`s agree on pupils having good computer skills. The parent`s is telling that the pupils are using internet mostly for homework. The parent`s think that using technology are increasing learning ability.

The survey gave answer`s as expected , but it was positive to discover time on internet used on homework.

Belgium

What we see in the first place is that at present Internet and tablets are an integral part of parents’ lives. Looking at the results in relation to time spent on the Internet, we assume that parents accept that their child has access to this tool but by regulating the daily duration. This seems logical given the average age of the children of the parents interviewed (10 years).

Given the age group concerned, we are not surprised:

  • to observe that the use of the Internet by children is mainly intended for play activities (games, films).
  • to find that the parents lay down rules of use.
  • as a general rule, the rules of use mainly concern the duration, the day and place of use as well as the sites or applications used. Most parents maintain a serious and preventive control of the dangers linked to the Internet.

At the level of parents, it is clear that the majority uses this tool for work and training. They consider themselves competent and comfortable with this technology. He finds it also essential in the learning of their child and are for an increase of the school budgets in this field. These opinions seem to be related to the social environment in which our school is located.

They are satisfied with the frequency of Internet use within the school but, on the other hand, find that the technological skills of their child are not yet sufficient.

Despite the fact that they say that the Internet is essential in learning, they are not persuaded that the use of an IPad at school will increase: motivation, academic achievement, ability to collaborate, Critical thinking, coping with situations of life and oral communication. On the other hand, they are convinced that this tool develops in their child: curiosity, the ability to analyze information and take initiative.

In conclusion, they are in favor of these new technologies but are cautious about their use. They are aware that they will bring new abilities to children but are still skeptical about their impact on learning outcomes.

Spain

56% of parents say that their children spend between one and two hours on the internet every day at home.

90% of parents have rules for using the internet at home. These include, in particular, those related to the time of use and access to certain websites. Most of them personally supervise the websites that children visit.

More than 75% of parents use the computer to work and learn. They also say they feel comfortable and / or have a good command of new technologies.

About 90% of parents assert that new technologies are essential in student’s learning experience.

43.3% of parents would not be willing to collaborate economically for the use of new technologies in learning, while 40% would be willing. 16.7% does not manifest in one way or another.

63.4% stated that their children’s access to new technologies at school is adequate and more than 90% consider that such use is frequent for the performance of school work and homework.

66.7% would be interested in receiving new technologies lessons for parents at school.

63.3% of parents believe that iPads and other technologies improve their children’s learning and motivation experience. However, only 46.6% believe that their children’s learning outcomes are improved by those technologies. While 36.7% are not able to choose one way or another. Only 16.6% believe that results do not improve.

About 70% believe that new technologies will improve their ability to team work, critical sense and conflict resolution in their children.

More than 80% believe that their children will improve their ability to access and analyse information.

About 56% do not believe their children will improve their ability to communicate orally by using the iPad.

More than 66% believe that the use of iPads will provide opportunities to improve in the field of entrepreneurship