e-learning nordic-2010-es
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Korean visit 2010-08-09 at UNI-C in Copenhagen

Korean visit 2010-08-09 at UNI-C in Copenhagen

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  • Extensive and ambitious investments in ICT in the educational sector in the Nordic countries from the mid-nineties up until today. Rooted in a strong belief that the realm of ICT can improve the quality of the education. There are no studies on a more general level demonstrating the impact of ICT on education - Lack of measurable facts as regards the impact of ICT on education; what is the return on investment from using ICT in the education? E-learning Nordic 2006 establishes a shared Nordic framework for assessing the position of the four participating countries, in relation to one another in the area of ICT in education. Extensive and ambitious investments in ICT in the educational sector in the Nordic countries from the mid-nineties up until today. Rooted in a strong belief that the realm of ICT can improve the quality of the education. There are no studies on a more general level demonstrating the impact of ICT on education - Lack of measurable facts as regards the impact of ICT on education; what is the return on investment from using ICT in the education? E-learning Nordic 2006 establishes a shared Nordic framework for assessing the position of the four participating countries, in relation to one another in the area of ICT in education.
  • Perceived impact In the study key participants (headmasters, teachers, pupils and parents) have been asked about experiences with the use of ICT in education and their assessment of the impact The study shows the perceived impact of ICT in education This method offers room for assessing the impact of ICT on a background of the complex daily situations in school. With this methodology, we do not claim to prove a direct link between the use of ICT and learning results. However, by asking those who experience the impact of ICT, we actually show how they assess it .
  • ICT is a valuable tool to support differentiation. The majority of teachers have experienced that ICT has a positive impact on both academically strong and academically weak pupils. Avoiding exclusion is still an issue with the use of ICT in schools. Girls, as well as pupils with other native languages are more dependent on learning ICT at school. Pupils generally use the computer more outside school than in school, but there are differences in what types of ICT competences they learn each place.

e-learning nordic-2010-es e-learning nordic-2010-es Presentation Transcript

  • E-learning Nordic--- Impact of ICT on education Visit from Korea 9th of August, 2010 Chief Adviser, Ebbe Schultze, UNI-C, [email_address]
  • Agenda
    • Introduction to E-learning Nordic 2006
    • Background and focus for the study
    • Data collection activities and key participants
    • What do we mean by ’impact’
    • Presentation of selected results
    • Pupil performance
    • Teaching and Learning Processes
    • Strategic Challenges
    10/08/10
  • Background and focus
    • Background
    • Extensive and ambitious investments in ICT in the educational sector
    • There are no studies in the Nordic contries on a more general level demonstrating the impact of ICT on education
    • Focus in project
    • E-learning Nordic 2006 establishes a shared Nordic framework for assessing the position of the four participating countries, in relation to one another in the area of ICT in education.
    • The aim of E-learning Nordic 2006 is to find and document the impact of ICT on education within three key areas:
      • Pupil performance
      • Teaching and learning processes
      • Knowledge-sharing, communication and school-home co-operation.
    10/08/10
  • Data collection activities and key participants
    • Respondents
    • 224 schools – more than 8000 respondents
    • Pupils
    • Teachers
    • Headmasters
    • Parents
    • In:
    • Primary school (5th and 8th grade)
    • Secondary school (11th grade)
    • Participating Countries
    • Finland ( The Finnish National Board of Education)
    • Sweden ( The Swedish National Agency for School Improvement)
    • Norway ( The Norwegian Ministry of Education and Research)
    • Denmark ( The Danish Ministry of Education)
    10/08/10
    • Data collection activities
    • Desk study
    • Explorative interviews
    • Internet based survey (August - November 2005)
    • Twelve school visits (December 2005)
  • What do we mean by ’impact’? 10/08/10 In the study focus on the impact of ICT in education, not the use of ICT itself. The target is NOT using ICT in education. The target is improving the pupils learning TARGET GROUP Pupils in school INPUT Introduction of ICT in school ACTIVITY Use of ICT in school OUTPUT How is ICT used and how often? IMPACT Improved learning among pupils? INTERVENTION IMPACT TARGET AREA Improved learning TARGET The study shows the perceived impact of ICT in education
  • Results – Pupil performance 10/08/10 Teacher assessments of impact of ICT impact on pupil performance Positive impact can be seen on learning basic skills such as reading and writing Yes, positive impact of ICT on pupils performance
  • Results - Teaching and Learning Processes 10/08/10 Frequency of use of ICT by pupils for learning purposes T he pupils would like to use computers more in school than they do now On the average, half of the teachers had used ICT between 1 and 5 hours the week before they answered the questionnaire Indication of that the more ICT is used, the greater the impact
  • Results - Teaching and Learning Processes
    • Use of stationary computers and internet is firmly rooted in the school, but new technologies are also getting a foothold (Digital cameras, mobile phones and chat) The results indicate that the use of these new technologies support teachers in differentiating their teaching.
    • The impact of integrating ICT in teaching can be measured in pupil engagement, differentiation, creativity and less waste of time.
    • However, the impact of ICT is very dependent on how it is used.
    • ICT does not revolutionize teaching methods. The teachers are mostly focused on using ICT to support the subject content.
    10/08/10
  • Strategic Challenges
    • Optimal use of ICT requires organizational implementation
    • Competence development must be followed up by clear objectives and activity plans
    • ICT has positive impact on basic reading and writing skills, but potential is not fully exploited
    • Clash between generations on “digital competences” – Need for shared understanding
    10/08/10
  • Link to full report in English
    • http://www.oph.fi/instancedata/prime_product_julkaisu/oph/embeds/47637_eLearning_Nordic_English.pdf
    10/08/10