Utility and Optimal Usage of ICT in Schools

Abstract

The main purpose of this study is to reveal the usage of modern tools in the context of school education. We examine teachers' practice concerning the implementation of technology in diverse classroom activities. Further, we estimate and represent teachers' subjective preferences in accordance with their experience. The estimation is calculated by an application of the normative decision-making approach, stochastic approximation, and mathematical modelling. Utility functions that represent teacher-expert's preferences about presentations, virtual laboratories, and educational games respectively are derived. The optimal degree of usage of these ICT-based learning resources in classroom activities is determined. The goal is to estimate the portion of technology-supported resources, which should be used in the educational process so as to be useful.