Embed Size (px)
Citation preview
HOW CAN TECHNOLOGY
CHANGE THE WAY WE LEARN
AND TEACH?
TECHNOLOGY AND
EDUCATIONAL PERFORMANCE
Dirk Van Damme
OECD/EDU/IMEP
The Chronicle of Higher Education, 5 Feb 2015
Technology in education: a history of self-proclaimed ‘revolutions’
“The MOOC hype fades…”
Technology in education: a history of self-proclaimed ‘revolutions’
4
5
Technology is changing:• Skills demand• Educational delivery
Japa
n
New
Zea
land
Por
tuga
l
Net
herla
nds
Spa
in
Aus
tral
ia
Bel
gium
Ger
man
y
Uni
ted
Kin
gdom
Sw
itzer
land
Ital
y
Pol
and
Hun
gary
Fra
nce
Irel
and
Uni
ted
Sta
tes
Aus
tria
Can
ada
Sw
eden
Kor
ea
Nor
way
Fin
land
OE
CD
ave
rage
Slo
veni
a
Luxe
mbo
urg
Den
mar
k
Icel
and
Chi
le
Cze
ch R
epub
lic
Tur
key
Gre
ece
Isra
el
Mex
ico
Est
onia
Slo
vak
Rep
ublic
0
10
20
30
40
50
60
70
80
90
100
Adequate instructional materials (e.g. textbooks) Adequate computer software for instructionAdequate Internet connectivity
New technologies and high-quality instructional resources are increasingly present in schools
School principals reports on the adequacy of resources to support student learning in their schools
% of students
Source: PISA 2012
The quality of schools’ educational resources improved in most countries over the last decade
Change between 2003 and 2012 in the index of quality of schools' educational resources (e.g. textbooks, computers, laboratory materials)
Tur
key
Pol
and
Japa
n
Can
ada
Slo
vak
Rep
ublic
Por
tuga
l
Nor
way
Irel
and
Cze
ch R
epub
lic
Gre
ece
Spa
in
Bel
gium
Hun
gary
Aus
tral
ia
Sw
eden
OE
CD
ave
rage
Sw
itzer
land
Ger
man
y
Ital
y
New
Zea
land
Den
mar
k
Fin
land
Aus
tria
Uni
ted
Sta
tes
Luxe
mbo
urg
Net
herla
nds
Mex
ico
Icel
and
Kor
ea
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
Va
riatio
n in
th
e in
de
x
Source: PISA 2012
Nor
way
Sw
eden
Fin
land
Den
mar
k
Spa
in
Mal
ta
Por
tuga
l
Est
onia
Irel
and
Luxe
mbo
urg
Cyp
rus
Latv
ia
Fra
nce
Bel
gium E
U
Cze
ch_R
ep
Aus
tria
Lith
uani
a
Slo
veni
a
Cro
atia
Hun
gary
Bul
garia
Gre
ece
Slo
vaki
a
Ital
y
Rom
ania
Tur
key
Pol
and
0%
20%
40%
60%
80%
100%
37
48
Type 1 Type 2 Type 3
The majority of students attend schools which are well equipped digitally
Source: European Schoolnet (2013), Survey of Schools: ICT in Education.
European schools; primary level (Grade 4), 2012Type 1: High equipment, fast broadband, high connectedness. Type 2: Medium equipment, slow or no broadband, some connectedness
Teachers mainly use ICT to prepare teaching activities, but the creation and evaluation of digital resources is rare
Source: European Schoolnet (2013), Survey of Schools: ICT in Education.
EU schools; secondary level (Grade 8), 2012Frequency of teachers’ ICT based activities with the class
Evidence on effect and impact contradicting and in many cases negative
Evidence on effect and impact contradicting and in many cases negative
• Expand access to content – e.g. specialised materials well beyond textbooks, in multiple formats, with little time and space constraints
• Support new pedagogies with learners as active participants – e.g. as tools for inquiry-based pedagogies and collaborative workspaces
• Collaboration for knowledge creation – e.g. collaboration platforms for teachers to share and enrich teaching materials
• Feedback – make it faster and more granular
• Automatize data-intensive processes – visualisation
How can digital learning environments enhance education?
• Experiential learning (e.g. remote and virtual labs, project-based and enquiry-based pedagogies)
• Hands-on pedagogies (e.g. game development)
• Cooperative learning (e.g. local and global collaboration)
• Interactive and metacognitive pedagogies (e.g. real-time assessment)
ICT can foster good pedagogic models
Some technology-enhanced pedagogic models
• Based on HP Catalyst Initiative
• 5 models: Virtual and remote laboratories
Educational games
Cooperative learning
Real-time formative assessment
Skills-based assessment
• These models support Experiential learning (e.g. project-based and enquiry-based pedagogies)
Hands-on pedagogies (e.g. game development)
Interactive and metacognitive pedagogies (e.g. real-time assessment)
International collaborative student learning
Chinese and US schools analyse together the challenge of water quality
Technology is used to track and analyse water (pH, salinity, dissolved oxygen, etc.)
With the help of scientists, discuss and understand water challenges through remote discussions
Fosters skills in science, deeper understanding, multicultural communication, and awareness of global environmental challenges
Teacher collaboration for curriculum design and implementation
Teachers as curators -picking up on new technology, pedagogies, and content, and seeing how they can be put to use in a new context
Technology is identified as an integral means for leveraging the potential of networked professional knowledge
Scootle Community
A professional digital community for Australian teachers to discuss and share ideas about the national Curriculum and its implementation
Enables on-line collaboration
Teachers helping one another respond to problems of practice
Access digital lesson plans, curriculum resources and research
Collaborate on solutions
Using data mining and analytics to derive insights for curriculum design from web navigation and conversations in on-line discussion platforms (blogs and social media)
Fig II.3.3Teachers' needs for professional development
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
0 5 10 15 20 25 30 35 40
France AveragePercentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas
Barriers: teachers need high professional skills
TALIS 2013
18
PolandIreland
Slovak RepublicEstonia
KoreaUnited States
AustriaCzech Republic
AverageFlanders (Belgium)
JapanEngland/N. Ireland (UK)
GermanyCanada
AustraliaDenmark
NorwayNetherlands
FinlandSweden
100 80 60 40 20 0 20 40 60 80 100
41.738.99
Level 22 Level 32
Young adults (16-24 year-olds) All adults (16-65 year-olds)
Barriers: general low proficiency in problem solving in technology-rich environments
%
Adults at Level 3 can• Complete tasks involving multiple applications, a large number of steps, impasses, and the discovery and use of ad hoc commands in a novel environment. • Establish a plan to arrive at a solution and monitor its implementation as they deal with unexpected outcomes and impasses.
Adults at Level 2 can complete problems that have explicit criteria for success, a small number of applications, and several steps and operators. They can monitor progress towards a solution and handle unexpected outcomes or impasses.
19
Barriers: divergent profiles of students with regard to Internet use
OECD (2012)
Data Italy, 2008
A specific case: Open Educational Resources (OER)
• OER = teaching, learning and research materials that make use of appropriate tools, such as open licensing, to permit their free re-use, continuous improvement and re-purposing by others– Any type or form
– Mostly, though not exclusively, in digital format
– Allowing for re-use, revise, re-mix and re-distribute (the ‘four Rs’ of OER)
• OER are not a technological innovation, but they are a force of social and educational innovation made possible by technology
21
OER
New forms of learning
Teachers’ collaboration
Public & private costs
Quality of resources
Distribution of resources
Barriers to learning
22
Relative strength of policy benefits of OER
• Education is a heavily personalised service, so productivity gains through technology are limited, especially in the teaching & learning process
• Impact of technology on educational delivery remains sub-optimal– Over-estimation of digital skills among teachers AND students
– Naïve policy and implementation strategies
– Resistance of teachers AND students
– Lack of understanding of pedagogy and instructional design
– Low quality of educational software and courseware
Some conclusions
• Some new developments seem to be more promising:– Highly interactive, non-linear courseware, based on state-
of-the-art instructional design
– Sophisticated software for experimentation, simulation
– Social media to support learning communities and communities of practice among teachers
– Use of gaming in instruction
• Dialogue with ‘education industry’:– Global Education Industry Summit, organised by OECD,
European Commission and Finland, in Helsinki on 19-20 October 2015
Some conclusions
