Abstract
Currently, most schools in the world use ICT, which is why students must make use of computers and mobile devices in and out of schools. Thanks to the use of technology, students are more interested and motivated to learn, considering that motivation is one of the main engines of learning, since it encourages activity and thought. On the other hand, motivation makes students spend more time working and therefore they are more likely to learn more. The aim of this paper was to present a clustering of European countries according to the number of desktop computers available to students in primary schools (ISCED 1), lower secondary schools (ISCED 2) and upper secondary schools (ISCED 3). Was used the database developed by the ES Open Data Portal for the year 2019 on "ICT in Education". For the classification were used the hierarchical clustering and K-means techniques and the statistical software Rcran 3.6.3. These techniques were used as they have the ability to group a large number of elements into clusters, based on the similarity learned. This paper concludes that the countries with the highest GDP are not the ones that have the most desktop computers in their schools. Bulgaria is the country with the major number of desktop computers in their schools.
Highlights
The use of ICT in education allows the generation of new communication channels between teachers and students, encourages collaborative work, promotes reflective teaching practices, methodological updating and the acquisition of digital skills (Palomino, 2017)
Bulgaria is the country with the major number of desktop computers in their schools
This paper concludes that some countries make a greater use of ICT than others and the uses differ from each other, Bulgaria is the country with the major number of desktop computers in their schools
Summary
The use of ICT in education allows the generation of new communication channels between teachers and students, encourages collaborative work, promotes reflective teaching practices, methodological updating and the acquisition of digital skills (Palomino, 2017). Thanks to the ICT use, students are permanently predisposed to interact with the computer. Thanks to ICT there is more communication between teachers and students (Arkorful & Abaidoo, 2015). The communication channels offered by the internet: e-mail, forums, blog, chat, WebQuest, etc., facilitate their interaction, since students can ask questions, share ideas, exchange resources, hold debates, etc. Two of the main advantages of the ICT use in education are: Cooperative learning: the tools provided by ICT; information sources, interactive materials, e-mail, shared disk space, chat, facilitate teamwork, development of social attitudes, exchange of ideas, cooperation and personality development. Teamwork stimulates its members and makes them dialogue about the best solution for a given problem (Van Ryzin & Roseth, 2019)
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