ACCESS AND USE OF NEW ICT RESOURCES IN ROMANIAN SCHOOLS - Academic study on teachers' access, training, and usage

Oct 15, 2026

Uploaded by Aditya

The paper examines how Romanian secondary school teachers access and use new ICT resources and Internet-based learning tools in day-to-day education. It situates the topic in a digital age where young “digital natives” shape educational expectations, yet evidence remains limited. It outlines Romanian initiatives to build infrastructure, train teachers, and transform curricula, then focuses on identifying teachers’ training levels and the extent of ICT use in classroom and related academic activities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Background

Institutional context of the study

Methodology

ACCESS AND USE OF NEW ICT RESOURCES IN ROMANIAN SCHOOLS Smaranda Gabriela Onofrei Abstract: In the context of a digital age that marks all sectors of modern life, access and use of new technologies and the Internet by digital natives is an area with multiple speculations based on relatively little empirical research. It was noted that young people of this generation share a global common culture characterized more by their experience in the use of digital technologies and less by age. It is obvious that the use of new technologies has become an important dimension of education at all its levels and should be used in line with the needs and characteristics of digital natives. The purpose of this paper-work is to highlight access to practice in terms of new technologies for academic study and to identify the level of training and use of new ICT resources by secondary school teachers. Key words: digital natives, net generation, new technology, education. 1. Introduction In the last decade, the Romanian education has developed many initiatives to promote and support access to new ICT resources in school and their use in the educational and administrative activities. Initiated steps aimed at ensuring infrastructure, teacher training and developing digital educational content. Integration of new ICT in education was the purpose of making use of all investments in the provision of infrastructure in schools, teacher training and curriculum transformation. Hew and Brush (2007) draw attention to the absence of a clear definition of integration of technology in education and they identify three perspectives as it was operational in studies previously conducted: (1) in relation to the ways in which new ICT can be used by the teacher in school activities; (2) in relation to efficiency and quality assurance of these activities; (3) in relation to pupils' skills development. In this research we will pay particular attention to the first insights, where have been included those researches which identified two levels of use of new ICT in school: a basic level (for finding information, organizing activities, involving students in finding information on the Internet) and a high level (involvement in programs and projects, collaboration) . Resulting ways in which technology is used in the activities, the integration of new ICT in education is influenced both by factors related to the school and the factors related to staff. 2. Background Over the years, researchers have been interested in identifying the influence of access to ICT resources and involvement in specific training on their use for teaching. Considered to be innovative resources, NICT are tools that facilitate independent learning and individualization (Hardley and Sheingold, 1993; Doornekamp 2002), customizing educational approach (BECTA 2001 cited Condie and Munro, 2007) and optimization project management (Făt and Labăr, 2009) . In the Romanian education, the use of these resources is held across all levels of education and studying specific subjects is mandatory in the secondary and high school, which may have, however, allocated special classes in primary schools and pre-school through the development of optional subjects. Lack of access to new ICT resources or access restricted is regarded as one of the main factors affecting the integration of technology in schools (Glover and Miller, 2001 cited Yang, 2012), has often been also mentioned in international reports published in the last two decades. Teachers access to new ICT resources at home support organization of classroom and also supplement use of new ICTin school (Făt and Labăr, 2009), teachers being with more confidence to use new ICT, and acquire faster new ways of working (Ramboll Management, 2006) . Romanian schools transformation began more than a decade ago when, amid changes in society, but also the need to harmonize the Romanian system movements taking place in the education sector in the Eur

FAQs

What is the main aim of this paper regarding ICT in Romanian education?

To highlight access to and practical use of new technologies for academic study and to identify the level of training and use of ICT resources by secondary school teachers.

What two levels of ICT use are discussed for school activities?

A basic level (e.g., finding information, organizing activities, involving students in online searching) and a high level (e.g., involvement in programs/projects and collaboration).

Where and how was the study conducted?

The study was conducted in ten secondary schools located in both rural and urban areas, involving high school teachers from both contexts.

Oct 15, 2026

Uploaded by Aditya