AIL Pupil (8-12) Survey Results

Erasmus+ Juniors 8 - 12 - 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

  • Approximately 50% of children have mobiles, tablets, consoles, laptops.
  • 93% have internet access at home.
  • 88% play games using the technology with only 8% using it for social media.
  • 47% go on Youtube when using electronic devices at home
  • 83% of the children have heard about cyberbullying.
  • Only 1% of the children asked said they had been victim of cyber bullying.
  • 32% of the children said that they do not have any rules in place for using electronic devices at home.
  • Of the children who had rules some of the rules included: don’t talk to strangers, having a time limit on their use and no social media.
  • 95% of children said that they like working with electronic devices during school in lessons. However, only 31% agreed that the electronic devices help with their learning.
  • 20% of the children said that they do not use apps at school. However, this is not the case as apps are used daily throughout the school.
  • Of the apps used the most popular is J2Launch (HwB) with 86.4% of the children using it frequently and the least popular was comprehension with only 1.2%.
  • The responses showed that the children favourite apps largely consist of games such as Minecraft and FIFA. Youtube is also a popular choice.
  • 56.4% of the children would like to use the tablets more often in school during lessons.
  • Some children would prefer to work less with a tablet because they find it difficult to write on an iPad and would rather use a computer.

Germany

113 students parcipitated in the survey. Over 90% have got a Mobile phone  but nobody owns an e-book reader.

Surprisingly, only 37% claim that they are using game consoles. We suppose that our students did not know the word ” console” as they rather use the words Xbox or PS4.

90% of the students have access to the Internet at home. They spend a lot of time on the Internet especially on weekends. They mostly play  games, listen to music, watch films  or text friends.

88,5% claim they either sometimes or never search for information on the Internet.

There is a big group ( over 50%) that either sometimes or never communicate with friends on the Internet.

Cyber- Bullying: Half of the students have heard about Cyber-bullying. Most of them were never bullied but 22 students are claiming that they were once victim of Cyber-bullying.

Rules for use are mainly  time restrictions. Using the Internet is a reward and the prohibition is a punishment for the students. Some reported content restrictions.

The pupils know few apps. Most known is the Comic book- App that was tested by teachers and subsequently used in class. We want to make other useful apps more well known among students in the same way.

The majority of the pupils wants to use more apps during class though some students critizised this. They are either not interested in apps or they do not think that they are useful in school. They prefere writing on a piece of paper over using an Ipad. They also see the problem of bullying or the possibility of addiction.

Norway

96% has access to internet at home. Most of them agree on good skills in use of technology and enjoy using it at school. More than 80% of the students agree on high learning outcome in using tablets. A little weird that students tell about high rate of using apps, when there is low access to apps.  They want use tablets more, but are not sure of the learning outcome.

Belgium

  • The tablet is the most used tool at home followed by the games console (81% and 63%)
  • Nearly 50% say they do not use more than an hour, but we think it does not reflect reality … Many children, according to us, use them much more.
  • The time spent over the weekend seems fairly logical given what children say.
  • It is very obvious that the main use of new technologies are gambling and listening to music to a lesser extent.
  • Half of the children say they sometimes look for information on the Internet.
  • Half never use the Internet to communicate.
  • Nearly 50% of children report using the Internet to play games.
  • Only 12% of them do not watch Youtube video on the Internet.
  • Nearly 65% ​​of children are unaware of cyber-harassment.
  • Only 3% have already been victim of cyber harassment which seems to us already much for children of this age.
  • Nearly 34% of children in this age group do not have rules for using the computer at home, which we find surprising.
  • It should be noted that the majority (97%) of children enjoy working with new technologies at school.
  • 46% of children feel that they are doing well with new technologies.
  • It seems that the children did not understand the meaning of the question about the frequency of the use of new technologies at school because the results do not reflect at all the reality of our school.
  • A minority of students feel that the tablet does not help them in learning.
  • Nearly 60% of children would like to use tablets more often at school.

Spain

We can highlight that technology is available to the majority of students, who have access to different devices such as mobile phones, tablets, computer desktops and laptops, game consoles. Mobile phones, smart TVs and game consoles are, in this order, the most used devices. This makes us think that technology continues to have more use in its recreational aspect to the detriment of the educational side.

All students have internet at home.

Most students are content with the use of electronic devices and ensure that they spend daily between one hour or less in their free time.

During the weekend and vacations there is a significant increase in the hours devoted to the use of electronic devices, increasing up to two hours in 38% of students.

Playing games stands out from all the actions, which confirms that the use of devices continues associated with its recreational side.

Our students spend more time playing and watching videos and less time looking for information or communication.

Three out of four students know what cyberbullying is, which despite being a positive data, it should make us work on it so that all students know the problem and help identifying it. 5% of the students claim suffering from cyber-attacks and an 8% are not able to identify it, which indicates the importance of working on the early identification of the problem and the rapid intervention by the school.

Three out of four students ensure that there are rules in their homes for the use of the iPad and most of these rules have to do with the time of use of the tablet.

The majority of students like to work with electronic devices at school.

Most of the students consider that they have good abilities in the use of the iPad and, as teachers, we can corroborate it. During the first term of 5th grade, which is when they have the first contact with the iPad, they show a quick adaptation to the tablet.

Although more than 55% of students think that using a tablet helps them learning, it concerns us that 29.7% are not able to say whether the use of the iPad helps them or not. It would be advisable to analyse the causes of such indecision.

Almost the 20% of students prefer working without a tablet. They argue different reasons. Among them we should notice:

The tablet as a distraction.

Difficulty using the tablet.

It is important to keep in mind that the survey was carried out during the first term of the school year. At that time, the 5th graders start using the iPad and it is normal that they may encounter certain difficulties with its use and the methodological change that it entails.