ANALYSIS OF INTELLIGENCE WECHSLER SCALES IN PEDIATRIC BRAIN TUMORS: INFLUENCE OF CLINICAL VARIABLES IN SUBTESTS Badal, MD*; Bernabeu, J*; Ca

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TEACHERS ICT USAGE. A FOLLOW UP STUDY.
J.M. SUÁREZ, B. GARGALLO, N. ORELLANA, C.
BELLOCH, R. BO AND G. ALMERICH Educational
Technology Unit (UTE) and Department of Theory of
Education University of Valencia Avda. Blasco
Ibañéz, 30, 46010-Valencia SPAIN. E-mail
Jesus.M.Rodriguez_at_uv.es
Method
Objectives of the Study

• Results obtained in two researches subsidized by
  the IVECE (Valencian Institute of Evaluation and
  Educational Quality).
• "Un primer diagnóstico del uso de Internet en los
  centros escolares de la Comunidad Valenciana"
  developed in the course 2000-01 3,
• "Observatorio de Nuevas Tecnologías de la Escuela
  Valenciana -ONTEV, carried out in
  the course 2002-03.
• Sample
• Collection of quantitative data questionnaire
  (27 ítems - 131 variables)

We estimate that this research is outstanding
since he/she allows to know and to analyze

• the use that the teachers make of the different
  services of Internet in the center,
• the use level with the students and the grade in
  that you/they use them as source of information
  and resources for curricular use,
• the pursuit of this process, analyzing their
  evolution along two years, it can guide the
  relative policies to the integration process,
  analyzing their weaknesses and suggesting
  strategies of improvement.

Research Teachers Centers Selection
1 492 87 Stratified random in function of the county and center type.
2 259 37 Represents proportionally the diverse strata (county and center type), and also the different integration typologies.

• Thematic blocks
• Data of the subject/user's profile
• Use of Internet,
• Formation,
• Attitudes,
• Repercussions in the quality of the education,
• Alternative and suggestions of improvement

Sections Use of Internet a) Connection,
b) Frequency of use of the services of Internet
in the center, c) Use frequency with the
students, d) Use frequency as source of
information and resources for curricular use.
Results
a) Use of Internet in the center
b) Use of Internet with students
Increment in the use that you/they make the
teachers of Internet in the center, observing
significant differences among the two measure
moments related to the visit to web pages (for
different purposes), the use of the e-mail
and FTP. The use of more specific or more
advanced Internet services, significant
differences have not been reached between the two
measure moments. -see figure 1-.
The use of the different services is practically
non-existent and it does not even reach a monthly
rhythm. Also, this fact is clearly below the
weekly use detected by the last Eurobarometer
which shows 29 of teachers carry out this type
of practices. Nevertheless, a significant
increase has taken place in visits to web pages
to get information, as a complement for their
subject, and in the use of e-mail with the
students -see figure 2-. This increase has taken
place to a large extent in the teachers with low
integration level, although in this case the
teachers with medium level of integration are who
have reached bigger levels in the evaluation of
the year 2003.


Figure 1 Comparison of the two measure moments
in relation to the use Internet in the center.
SCALE 1-never, 2-fewer of 1 time a month,
3-monthly, 4-weekly, 5-daily. Significance level
at the 0.01, at the 0.05
Figure 2. Comparison of both measure moments in
relation to the use of Internet with students.
SCALE 1-never, 2-less than once a month, 3 -
Monthly, 4 - Weekly, 5 - Daily. Significance
Level at 0.01, at 0.05.
c) Use of Internet like source of information and
resources for curricular use
Conclusions
Teachers have increased the use in a significant
way, especially the visits to pages web to locate
contents and materials of their area. They are
the teachers of low levels of integration of the
ICT those that have presented a bigger increment
in the use of Internet like source of information
for curricular use, although the biggest use in
this sense continues being presented in the
teachers with middle and high level of
integration.

• Teachers have increased the use of Internet in a
  significant way, but the teachers with lower
  levels of integration of ICT have bigger
  increase although the ones who were in the
  groups with high and medium levels of integration
  in the first pass moment have the highest levels
  in use. Nevertheless, it is considered, in
  general, that the levels of use of Internet in
  the educational institutions are quite low, and
  exceptionally lower in
• The services which make reference to the use of
  Internet as the media (chats, forums) except for
  e-mail-, together with other advanced services
  (FTP, Telnet) and web pages design. It would be
  advisable to train the teachers in these
  services, particularly as producers.
• The use and implementation of Internet services
  with the students in the classroom are
  practically non-existent, so it is essential to
  provide basic endowments of infrastructure,
  teachers training about the pedagogic use of
  technological resources, and to show the best
  experiences in this field.
• In general, the use profile to correspond with
  the integration levels of lower quality, so much
  from the perspective of the limited capacity of
  production -absolutely essential to reach its own
  objectives - as from the integral use as a tool
  inside the educational process.

Item 2001Mean 2001 St.D. 2003Mean 2003 St.D. Sig.
I look for contents relative to my area. 2,34 1,17 2,82 1,02 0.00
I locate materials for my area through generic searchers. 2,17 1,14 2,72 1,13 0.00
I locate materials for my area through web pages that I have selected. 2,27 1,24 2,71 1,12 0.00
I locate materials for my area through discussion forums or encounter places. 1,35 0,81 1,43 0,80 0.23
I locate materials for my area in electronic publications. 1,72 1,09 2,04 1,16 0.00
I locate materials for my area in publications in paper support. 1,97 1,18 2,31 1,09 0.00
Other uses of Internet like source of information for curricular use. 1,21 0,68 1,34 0,92 0.26
In this course I have found in Internet useful materials for my work in the classroom. 2,18 1,15 2,55 0,96 0.00
During this course I have used in the classroom materials picked up in Internet. 1,93 1,04 2,28 0,99 0.00
I facilitate to my students addresses of Internet with useful information for the school tasks. 1,72 1,00 2,14 1,04 0.00