BRIEFING PAPERS | ISSUE No.

5 | NOVEMBER 2013

ICT in mathematics and science classes: use and obstacles

To which extent does the frequency of ICT activities in the classroom differ
by subject, grade and education track?
The Survey of Schools: ICT in Education reveals that students are exposed to different levels of
frequencies of in-classroom ICT activities, depending not only on their grade and education track, but
also on the types of subjects they are studying. Researchers and policymakers agree that investing in
STEM (science, technology, engineering and mathematics) subjects and careers is key for economic
growth and prosperity in knowledge economies; in this briefing, we examine the patterns of ICT use
in science and mathematics classrooms, using mother language classes as a basis for comparison.

Briefing Papers, published monthly,

aim to present the findings of the
Survey of Schools: ICT in Education
on a specific topic, relating them to
the results of European Schoolnets
projects.
Survey of Schools: ICT in Education
provides detailed, up-to-date and
reliable benchmarking on ICT in school
education across Europe, painting a
picture of the use of technology for
learning in schools: from the provision of
infrastructure to teachers and students
use, confidence, and attitudes.
Based on over 190,000 responses
from students at grade 4, 8, and 11 in
general and vocational education, from
their teachers and head teachers, in
schools randomly selected in around
30 European countries, the Survey
questionnaires were administered
online and answers analysed during
the school year 2011-12.
The Survey, commissioned by the
European Commission (Directorate
General Communications Networks,
Content and Technology), was
conducted in a partnership between
European Schoolnet and the University
of Lige (the Service dApproches
Quantitatives des faits ducatifs,
Department of Education).
The Survey and all the Briefing Papers
are available here: www.eun.org/
observatory/surveyofschools

In the Survey, teachers of students in grade 8 and grade 11 in general education were asked to report
their frequency of use of eleven ICT-related activities during lessons, using a scale from 1 (never
or almost never) to 4 (every day or almost every day). Figure 1 presents the aggregate scale of
ICT use in the classroom, always ranging from 1 to 4, in the European Union. Results are shown by
subject, which shows that students in science classes, both in grade 8 and 11 in general education,
are the most involved in ICT activities, with a score quite close to 2, corresponding to several times
a month. Students at grade 8 experience a similar level of use of ICT activity in language and
mathematics classes. This is not true for grade 11 in general education; the frequency of use of ICT
activities in mathematics classes is low compared with both science and language classes. Although
the difference in use between mathematics and science classes is not very large, the results from
the Survey offer a preliminary suggestion to be careful when referring to the STEM area as a unitary
block, as mathematics and science teachers and students may have specific characteristics that need
to be addressed independently.
FIG. 1: Frequency of ICT activities in the classroom by grade and subject (EU level, 2011-12)

Mathematics Teachers

Science Teachers

Language Teachers

at least
once a
week

several
times a
month

The next Briefing Paper will be published

in February 2014.
Info and contact: newsletter@eun.org
European Schoolnet is the network of
30 European Ministries of Education,
based in Brussels. As a not-for-profit
organisation, we aim to bring
innovation in teaching and learning
to our key stakeholders: Ministries
of Education, schools, teachers,
researchers, and industry partners.

never or
almost
never

Grade 8

Grade 11 Gen.

www.europeanschoolnet.org

Rue de Trves, 61 | B-1040 Brussels

Follow us on:

@eu_schoolnet

european.schoolnet

MORE PRECISELY:
Results are shown as averages for students in the European Union, excluding Germany, the
Netherlands and the United Kingdom. Data from these counties are not included due to statistical
significance concerns.

t
ICT in mathematics and science classes: use and obstacles

Can differences in ICT use be motivated by teachers different confidence levels, opinions and attitudes?
Differences across grades and subjects are not extremely high.
Nevertheless, ICT-based activities are more frequent in science
classes than in mathematics and language classes. Data from the
Survey allows us to explore whether teachers confidence levels play
a role in determining the final use of ICT in the classroom. Figure 2
shows that mathematics and science teachers express quite similar
levels of confidence in their operational skills, and in both cases, such
confidence levels are higher than language teachers ones. These
findings do not seem to provide an explanation for the patterns shown
in the previous section. It is therefore advisable to look elsewhere to
find an explanation for the different frequencies of ICT use in language,
mathematics and science classes.
When observing teachers opinions regarding the impact of ICT use
on student learning, results from the Survey show no differences
between different types of teachers: language, mathematics and
science teachers all agree that ICT use somewhat impacts students
learning, corresponding to the value of 3 on a scale from 1 (not at all)
to 4 (a lot). Likewise, language, science, and mathematics teachers
share similar attitudes towards the use of ICT in schools. They all agree
on the positive impact of ICT on students higher-order thinking skills,
motivation, achievement, and competence in transversal skills, and
they agree with the statement that ICT should be used for students
to do exercises and practice, retrieve information, and work in a
collaborative and autonomous way.
In sum, there does not seem to be a relationship between teachers

Mathematics Teachers

Science Teachers

Language Teachers

A Lot

Somewhat

A Little

None

Grade 8

Grade 11 Gen.

FIG. 2: Teachers confidence in their operational skills by grade and

subject (EU level, 2011-12)
attitudes and opinions on the impact of ICT on students learning and
the actual implementation of ICT activities during lessons, nor is there
a clear link with teachers confidence in their operational skills. The
question therefore is what determines the different frequencies of use
of ICT activities in the classroom shown by mathematics and science
teachers, if opinions and confidence do not play a significant role? An
analysis of the obstacles to ICT use in the classroom faced by different
teachers could help shed some light on the matter.

What are the obstacles faced by teachers in using ICT in the classroom?
Teachers were asked to declare whether their use of ICT in teaching and
learning activities was adversely affected by a number of factors, using
a scale from 1 (not at all) to 4 (a lot). The analysis of the obstacles
presented below deliberately excludes inhibiting factors related to

equipment, in order to concentrate on pedagogical aspects. Figures

3 and 4 display the percentages of students whose teachers reported
that the respective obstacle hindered a lot their use of ICT in the
classroom. Several patterns are identifiable.

FIG. 3: Obstacles to ICT-based activities in the classroom at grade 8 (EU level, 2011-12)

Mathematics Teachers

Science Teachers

Language Teachers

30%
Percentage of students whose teachers report that their use of ICT in the
classroom is hindered 'a lot' by the corresponding obstacle.

22.36

25%

20%

13.76
10.72

Lacking skills
of teachers

Lack of
technical
support

Lack of
pedagogical
support

Lack of
content

Lack of
content in
national
language

Difficulty to
integrate ICT
in curriculum

4.57

Lack of
pedagogical
model

Exam
pressure

Parents not in
favour of
ICT

2.25

2.24

0%

1.40

4.00

5.00

5%

5.31

7.09

8.09

9.40

9.40

13.42
10.52

13.20

10.27
7.63

10%

11.85

15%

Unclear
benefit of
ICT

ICT in mathematics and science classes: use and obstacles

As indicated by the orange bars, the most pressing obstacle for
mathematics teachers at grade 8 is exam pressure, followed by lack
of technical and pedagogical support. At grade 11 in general education,
while exam pressure and lack of pedagogical support remain even
more of a concern for mathematics teachers, lack of content and lack
of pedagogical model also appear to be significant inhibitors. A similar
pattern can be observed for science teachers, as can be seen by the
green bars: lack of technical and pedagogical support, lack of content
and exam pressure are perceived as the greatest obstacles at grade 8
and 11 in general education, with lack of teachers skills also playing a
role at grade 11 in general education.
Lack of content seems to be an important concern for mathematics
and science teachers at grade 11 in general education. In this grade,
about 17% of students are taught by science teachers who consider
lack of content as a large obstacle, while 14% of students have
mathematics teachers with such perception. This obstacle seems to be
less of a concern for language teachers in grade 11 in general education

and for all teachers at grade 8, as can be seen in figure 4. Across all
grades and subjects, lack of content is generally considered far more
pressing than lack of content in national language. Moreover, it seems
to be easier for science teachers to integrate ICT into the curriculum and
to deal with lack of pedagogical support, particularly at grade 8. The
problem of a lack of pedagogical model is slightly higher in magnitude
at grade 11 in general education than at grade 8.
Finally, the heights of the bars corresponding to exam pressure are
particularly striking. Exam pressure is undoubtedly perceived by
teachers as the biggest inhibitor of ICT use in the classroom, especially,
but not exclusively, at grade 11 in general education. Mathematics
teachers seem to express the highest level of concern. On the other
hand, students in science classes at grade 8 are slightly less affected by
this problem. In addition to strictly pedagogical concerns, such as the
difficulty to integrate ICT in the curriculum and the lack of pedagogical
support, effective use of ICT in the classroom finds exams to be an
apparently insurmountable obstacle.

FIG. 4: Obstacles to ICT-based activities in the classroom at grade 11 in general education (EU level, 2011-12)
Mathematics Teachers

Science Teachers
30.04

30%

Language Teachers

Percentage of students whose teachers report that their use of ICT in the
classroom is hindered 'a lot' by the corresponding obstacle.

23.99

25%

8.72
3.75

5.18

5%

2.47

7.26

8.56

8.71

8.88

10%

10.58

12.00

13.61

13.93

14.84

13.20

12.70

13.50

15%

17.05

17.10

20%

0%
Lacking skills
of teachers

Lack of
technical
support

Lack of
pedagogical
support

Lack of
content

Lack of
content in
national
language

Difficulty to
integrate ICT
in curriculum

Lack of
pedagogical
model

Exam
pressure

Parents not in
favour of
ICT

Unclear
benefit of
ICT

Conclusion
Science teachers in Europe engage in ICT activities during lessons slightly more frequently than mathematics teachers. At the same time,
science and mathematics teachers share very similar levels of confidence in their ICT-related operational skills, as well as virtually the
same opinions on the impact of ICT on students learning and acquisition of skills. However, the types and magnitude of obstacles to the
use of ICT within the classroom are quite different for mathematics and science teachers. For example, even if exam pressure stands out at
the single most relevant inhibitor for all subjects and grades, mathematics teachers are the most highly affected, especially at grade 11 in
general education. This could be seen as one of the justifications for the relatively lower frequency of ICT activities in mathematics classes
at grade 8 and, in particular, at grade 11 in general education.
The presence of exam pressure may also mean that teachers do not have the possibility to experiment with innovative teaching methods
in the fear that students could perform badly in conventional assessment methods. This, combined with lack of technical and pedagogical
support, as well as with the difficulty to integrate ICT into the curriculum, indicates that initiatives clearly targeting pedagogy need to
complement actions related to technical equipment in schools.
Finally, the analysis clearly shows that language, mathematics and science teachers present different characteristics in terms of ICT use
in the classroom, confidence in their operational skills and especially perception of obstacles to the use of ICT in the classroom. In this
respect, though it is important to put due emphasis on STEM education and careers, researchers and policymakers should act taking into
consideration the specificities and peculiarities of science and mathematics teachers.

ICT in mathematics and science classes: use and obstacles

Project Focus: Promoting STEM education and careers through the inGenious project
The Project Focus page links the main findings from the Survey of Schools: ICT in Education analysed in each issue of the Briefing Papers with one specific project
coordinated by European Schoolnet.

As this issue explores teachers ICT-based activities in the classroom and related obstacles, we asked Alexa Joyce, Senior Corporate Development
Manager at European Schoolnet, to explain how the inGenious project is contributing to increased and improved use of technology and innovative
pedagogies in mathematics and science education.
inGenious is the European Coordinating Body in Science, Technology, Engineering and Mathematics (STEM) Education. It is a joint initiative launched
by European Schoolnet and the European Round Table of Industrialists (ERT) aiming to reinforce young Europeans interest in science education and
careers, thus addressing anticipated future skills gaps within the European Union.

Q1: Exam pressure and lack of pedagogical guidance hinder teachers use of ICT in the classroom. How does inGenious plan to address
these issues?
inGenious practices dont really address the issue of exam pressure:
this is a wider challenge inherent in exam requirements set by
education authorities. However we do tackle the issue of pedagogical
guidance through offering tried-and-tested practice examples, guides,
and online events for teachers and students in a variety of science,
technology, engineering and mathematics (STEM) subjects. An example
is Deforestaction, a great project on issues of natural sciences and

mathematics (biodiversity and deforestation). Students and teachers

can use online tools to connect to scientists and environmentalists
working on forest protection and conservation of orangutans in
Indonesia. Another example is the Scratch programming online forum,
which helps teachers learn more about this simple programming tool
and how it can be applied in different scientific subjects.

Q2: Results from the Survey show that mathematics and science teachers, which form part of the STEM family, face different types of obstacles
when it comes to ICT use in the classroom. How does inGenious take the differences between the STEM subjects into consideration?
When inGenious was designed, these differences were not yet
apparent this new data analysis has revealed an interesting variation
between science and mathematics teachers. I think the main strength
of inGenious is that a wide range of pedagogical ideas are proposed,

and teachers involved in the school network are invited to select those
which are most appropriate for their classroom. Certainly in the future
of inGenious we will be paying more attention to these differences in
obstacles to use of ICT.

Q3: inGenious is a successful multi-stakeholder project. How do the different players act together to achieve the common goal of
promoting STEM studies and careers?
Education and industry partners, as well as governments, all work
together to address this shared concern: how to get young people in
Europe more interested in STEM studies and careers. Industry experts
provide information on the latest scientific discoveries and topics
which they are working on, which teachers appreciate as it helps them

keep their STEM knowledge up-to-date. Teachers are also increasingly

having to support their students with career information and being in
touch with industry partners helps teachers get a more realistic idea of
what kind of jobs are out there.

Q4: How can individuals and organisations become involved in inGenious?

Teachers can visit the inGenious website (www.ingenious-science.eu)
to find useful STEM pedagogical ideas and join an online community
of colleagues to help share ideas, tips and materials. There is also a
competition open at the moment to reward teachers for implementing
innovative approaches to STEM studies and careers in their classrooms.

Organisations can get involved by becoming an associate partner in

inGenious this gives them the opportunity to get feedback on their
STEM education materials from a pilot network of schools, and share
knowledge with other inGenious members on how to implement
education programs.

The work presented in this document is supported by the European Unions Framework Programme for Research and Development (FP7) - project ECB: European Coordinating Body in
Mathematics, Science and Technology (Grant agreement N 266622). The content of this document is the sole responsibility of the Consortium Members and it does not represent the opinion
of the European Union and the European Union is not responsible or liable for any use that might be made of information contained herein.