I intend to talk about the case for broadband in schools. As a preliminary, I will say something about the present state of broadband in schools, the numbers and ratios of computers in schools, and their location, and how much the lack of broadband may influence the integration of ICTs into the curriculum in Ireland. I may then say a little about the kind of school teaching that will go on if broadband is available and if we approach what should be a digital literacy curriculum in schools.
I am presenting a preliminary look at some of the statistics which have come back from a national census of schools which we did. We got results from more than 83% of schools. The survey is not analysed yet but it is a completely up to date picture, and it shows that there are about 67,000 computers out there. If we extrapolate upwards to 100% of schools, there are probably 84,000 computers. The survey makes it clear what has happened since 1998. We were lucky that we conducted a very extensive survey in 1998, in 2000 and in 2002, so we are able to see what progress has been made, where it has been made, where the needs are and where the lax or slow approaches are.
As can be seen from the survey figures, when my centre was established in 1998 the ratio of pupils to computers in primary schools was 37, a European high at that stage, and in 2000 it came down to 18. At present the figure looks like 18.5, going by the new results we have. At post-primary level the ratio started at 16, went down to 13 in 2000 and is now down to 9.4. There is a national policy objective to get the ratio down to five to one in post-primary and nine to one in primary. We are probably on the road.
The survey supplied a piece of information which, though not altogether relevant, may be of interest to the committee: additional expenditure provided by schools through fund-raising, parents' contributions and commercial sponsorship has amounted since 2000 to €13.7 million. That is the amount reported. For obvious reasons not all schools answered the relevant question, but the information provided probably indicates that at parent and community level there is a real belief in the power, value and significance of ICT in schools.
The survey further shows that the computers to pupil ratios in disadvantaged schools started at a strong level in 2000 and have remained as strong. I was worried in case the ratios might have dropped, that the schools might not have been able to maintain them, but that does not seem to be the case. The issue is more about using the computers, and perhaps for pupils in disadvantaged areas it is more an issue of having access to skills out of schools.
At post-primary level, the survey shows that in terms of average PC ratios and numbers of computers, the vocational schools are probably leading the way in terms of physical plant, so to speak.
Regarding the location of the computers in schools, there are some stark contrasts. In primary schools, 50% of computers are distributed in classrooms, whereas in post-primary schools the comparable figure is 6.8%. The reverse is the case when it comes to computer rooms, with very few of these in primary schools and most post-primary schools having them. These findings obviously reflect the way the curriculum is organised. A teacher in a primary school is in a classroom all the time. The international tendency is to put computers into classrooms, but over the past three years there has been an increasing push to have computer rooms which are well equipped and facilitated with broadband so that pupils can work in these rooms on their own time. In a way, the lack of broadband contributes to maintaining the existing situation.
While almost 75% of classrooms have computers, fewer than half of those would be connected to the Internet. That clearly indicates that there is no broadband, and that the schools simply use ordinary phone lines. The number of networked computers is obviously very high in post-primary schools because in these schools they would at least have an ISDN line. What I am trying to say is that the availability of broadband will also drive networking in schools.
Internet connectivity is the core of what we are talking about this morning. The survey shows that 73% of primary schools still have only an ordinary home telephone line for computer access. There is an ISDN line in 85% of post-primary schools, and some have a number of ISDN lines. That is much the same as it was in 2000. Connection via DSL is, disappointingly, very low, and the satellite connections are projects we are sponsoring on the west coast for access in disadvantaged and island areas.
In general, there is no broadband in Irish schools. There is no bandwidth coming into schools, and that is reflected in the use of online activities. One of the graphs supplied shows that the average number of hours spent online per month in primary schools is 14. The figure in post-primary schools is 56. In 2000 the figure in primary schools was 8 hours per month, while the post-primary figure has risen only marginally since then. The usage is tiny. The key reason is non-availability. There is no access to computers, and where there is access, it is slow. It is a bit like having to crank up an old car with a starting handle. It takes a long time, and teachers do not have to time to do it. We need high-speed access permanently.
The use of the Internet is interesting. Some of the details supplied are not immediately relevant, but it is important to consider them. Close to 100% of schools have e-mail. As for the types of Internet use, the category which comes highest is that of "teachers finding teaching resources". Teachers want access to the Internet to find such resources. A growth area in terms of usage is that of pupils themselves learning, finding resources, doing research - and if we had broadband, that element of Internet use would grow enormously, with greater access.
How do schools feel? They say that their aims are for all pupils to have a basic level of ICT skills, to integrate ICT into curriculum subjects, to use ICT to support students with special needs and to ensure that pupils with no computers at home are not disadvantaged. These are all very laudable, important aims, and the availability of broadband would play a huge part in addressing them. Faster Internet use is rated by almost 60% of schools as a critically important school requirement, along with Internet access on more computers.
That paints the picture as it currently is. How do we rate internationally? In 1998 we were fairly highly ranked, and we are still doing well on computer ratios. However, the utilisation of ICT in schools is not really about ratios, about having banks of computers. The most recent research coming from America, where there is a plethora of technology in classrooms along with massive school access to bandwidth, indicates that the issue is about access, about usage. We cannot provide usage if we do not have bandwidth. It is always a risk: providing lots of computers unconnected and disjointed in schools is not the answer if broadband is not available.
The figures supplied show that on the Eurobarometer we are under the EU average for ratios, though we are doing well. We come last in the EU on the provision of broadband connectivity to schools. The EU average is 32%, with Sweden, Denmark and Finland at 60% or above, and Ireland at zero rate. It is probably no accident that the Scandinavian countries, which have in their school environments the highest access ratios, the highest number of PCs, the highest connectivity and the greatest use of ICT technology, are also the most technologically advanced countries. Where do we go from here? We need more equipment. We must ensure that broadband connectivity is provided not merely to schools but to each classroom, and that there are computers in each classroom. We must enhance our ICT teaching skills and how the technology is used pedagogically in the classroom. We must integrate it into the curriculum and, last but not least, we must provide digital resources. Access to relevant, curriculum-based materials is of crucial importance.
The other main reasons for broadband are video and multimedia applications, on-line learning, individualised materials and virtual learning environments. The idea of a virtual school exists in various parts of the world, and it will happen here. There will be a great deal of collaboration, and schools in remote and disadvantaged areas will be able to have mainline discussions, exchanging information and projects with schools all over the world. All those things are happening on a small scale at the moment, and we wish to make it a little more regular. We obviously want to use broadband for the professional development of our teaching staff.
By digital literacy curriculum, I mean that the next wave of the information society is not simply about being fed with doses of information through all the different channels. It is about the individual being active and participatory, taking the digital technology, for example, a video camera and a computer programme, and making his or her own resources. Digital literacy is about using technology, creating one's own product and being one's own editor, evaluator, producer and publisher. That is the way all our lives are going. We must produce this kind of know-how, pushing access to those technologies in the first instance and guiding our students through a digital literacy programme. If we do that, young people will learn and acquire knowledge and information under the guidance of the teachers, but at their own pace and in their own style. The resulting educational attainment will be varied but massively enhanced. There will be new pedagogies of teaching and learning as a consequence.