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Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
Connected Minds: Technology and Today's Learner
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Connected Minds: Technology and Today's Learner

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OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"

OECD'S Centre for Educational Research and Innovation (CERI) Millennium Learners (NML) project the publication "Connected Minds: Technology and Today's Learners"

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  • Source: OECD PISA 2009 Database, Table VI.5.17.1 2 http://dx.doi.org/10.1787/888932435435
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    • 1. Connected MindsTechnology and Today’s Learners Lynda Hawe Directorate for Education 1
    • 2. Connected Minds This publication Connected Minds: Technology and Todays Learners was authored by Francesc Pedró. It was produced by the OECD’s Centre for Educational Research and Innovation (CERI) with support from the MacArthur Foundation. 2
    • 3. New Millennium Learners Final report of the OECD’s New Millennium Learners (NML) project from 2007 to 2010 www.oecd.org/edu/nml also included an activity on ICT and Initial Teacher Training. Other NML publications:  Are the New Millennium Learners Making the Grade?: Technology UseNML Project and Educational Performance in PISA 2006 (2010).  Inspired by Technology; Driven by Pedagogy: A Systemic Approach to Technology-Based School Innovations (2010).  Assessing the Effects of ICT in Education: Indicators, criteria and benchmarks for international comparisons (2009). 3
    • 4. Outline of book contents Introduction. Why connectedness matters 1. How connectedness is shaping the economy and society 2. How relevant connectedness is for young people 3. Contrasting views about the digital generationConnected Minds 4. What are the effects of attachment to digital media and connectivity? 5. Are learners’ expectations changing? 6. Emerging issues for education 7. Key findings 8. Implications for educational policy, research and practice. 4
    • 5. Connectedness? It’s not about the technology, but it’s all about connectedness! Devices and gadgets are less important than the ability to be connected. Connectedness is the capacity to benefit fromConnectedness? connectivity for personal, social, work or economic purposes. Seizing the opportunities that connectedness offers. This is having an impact on all areas of human activity. 5
    • 6. Why Connect? Global Friends : Facebook Stories Map Immigration is a strong link that bind these people making new connections and maintaining old friendships.Why connect? Overwhelming trends found is the strong ties that remains between nations that have linguistic, cultural and economical ties. Economic links, through trade or investment, are strong predictors of country connectedness. 6
    • 7. Education opportunities Education has an important role to equip individuals with the skills to exploit the opportunities that the knowledge economy and society offers. Challenges for schools and teachers to better integrate theEducation new digital media and the resulting innovative social practices into the daily experience of schooling. Opportunities to help learners to make the most out of connectedness, enabling teachers to improve their skills 7
    • 8. So what about skills? Failure to transform a given talent into a set of valuable skills has negative consequence for individual wellbeing and economic performance. It is important to acquire a range of generic skills, including good foundation skills in literacy and numeracy, but also communication skills and the abilitySkills to cope with technology-rich environments. New technologies mean new skills for new jobs, and that requires us to rethink learning. Education is for life, not just the classroom. 8
    • 9. Skills OECD Skills Strategy - http://skills.oecd.org/ Ireland Irelands skills snapshot 6 Key Skills of the Junior Cycle embedded into subjects: Managing Myself  Staying WellSkills Communications Being Creative Working with Others Managing Information and Thinking. 9
    • 10. Internet access by place, EU27: Percentage of total individuals % Access from home Access from work Access from school 100 90Internet access by age 80 70 60 50 40 30 20 10 0 16-24 25-34 35-44 45-54 55-64 65-74 Source: OECD Internet Economy Outlook 2012 - OECD Publishing. doi: 10.1787/9789264086463-graph54-en 10
    • 11. Percentage of students who reported that they did the following activities at home for leisure at least once a week, OECD average-28100 Percentage of students 90 80 70 60 50 40 30 20 10 0 Play one-player games Play collaborative online gamese-mail Use Chat on line Download music, films, games maintain a personal website, weblog orcomm Browse the Internet for fun or software fromonline forums, virtual blog Publish and Participate in the Internet Source: OECD PISA 2009 Database, Table VI.5.15 Statlinks: http://dx.doi.org/10.1787/888932435435 11
    • 12. Percentage of students who reported that they did the following activities at school at least once a week, OECD average-29 OECD average 40 Percentage of students 35 30 25 20 15 10 5 0 Chat on line at school Browse the Internet or browse material from the schoolsdrilling, suchat schoolschoollanguage learninga school computer Use e-mail at school upload for schoolwork work on the schoolswebsite Download, Post Practice Play simulations as for foreign computers foron or mathematics and website Do individual homework group work and commu UseSource: OECD PISA 2009 Database, Table VI.5.17. Statlinks: http://dx.doi.org/10.1787/888932435435 12
    • 13. Internet users who created a web page, 2011 or latest available year Percentage of Internet users 40 2011 2007% of Internet users 30 20 16 10 0Source: OECD ICT database and Eurostat Community Survey on ICT usage in households and by individuals, May 2012 13
    • 14. Key Findings Public debate is needed about youth, education and connectedness with an agenda that is informed by evidence.  At increasingly early age already benefit from connectedness.  What matters is what young people do while connectedKey Findings  Students want technology to improve teaching and learning, not to change it radically.  Educators and policy makers should look at young people’s current practices as a source of inspiration.  Need to pay attention to the learners’ voices. 14
    • 15. Key Findings  Stereotypes implicitly assert that all young people are the same with regard to technology, which is far from being true.  For the purposes of improving teaching and learning in formal education, it is the diversity of students andKey Findings situations that matters most.  The skills that young people develop by themselves with regard to technology do not necessarily help them to maximise their learning opportunities.  Impact on learners is extremely complex and multisided so more empirical research is needed. 15
    • 16. Implications for educationalpolicy, research and practice 16
    • 17. Implications for policy makers  Curriculum reform, teacher training, professional development and assessments  Uneven digital skills – international inventory of required skills and an agreed framework for digital literacyImplications  Maximizes learning opportunities for innovation ways to help students benefit from connectivity  More and better possibilities to improve the learning experience and outcomes of learners  Equity issues for students to have access, ensure digital exclusion does not compound social exclusion 17
    • 18. Implications for educational institutions and teachers  Progressively integrate the new digital media and the resulting innovative social practices into the daily experience of schooling.  Integrate connectedness into the teaching skills, particularly those supported with or enhanced by connectedness, with subject-related skills and assess them.Implications • Help learners develop more digital and information skills as it is so often mistakenly assumed that the young generations possess these naturally. • Strengthen information literacy which is vital in order to improve the educational use of connectedness. 18
    • 19. Implications for parents • Parents need to assume responsibility in this sphere and their involvement is valuable. • Kids value parents guidance, support and interest • Targeting parents with awareness raising message and resources is a priorityImplications • Safe use of connectedness requires particular attention • Support to kids is important with guidance to maximize the opportunities offered by connectedness and cope with the risks • No kid left behind –> no digital orphans • Dedicated channels provided by government for parental support - to avoid saturation of schools and teachers - when families with limited by technology awareness need advice. 19
    • 20. Implications for research  Need more investment in empirical research especially in learning benefits and rewards of experience.  Research on the realities of how younger and older generations learn through and engage in technology  Support potential for education in relation to emergingImplications technologies  Monitor the effects on connectedness has on learners, supplementing surveys with observational activities and social applications and improving via experimental research to understand the conditions on how technology can make learning more enjoyable, convenient and productive.  Provide policy makers and practitioners with empirically supported evidence about what works and how to scale it up. 20
    • 21. Thank you! www.oecd.org/education www.oecd.org/edu/ceri Email: ceri.contact@oecd.org oecdeducationtoday.blogspot.comFollow us on: Twitter Youtube Slideshare @OECD_Edu @EduContact @OECDEDU 21

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