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Uso de la tecnología y resultados escolares en PISA 2
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Uso de la tecnología y resultados escolares en PISA 2

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  • 1. Uso de la tecnología y resultados escolares Francesc Pedró Santiago, 1 de Junio de 2010
  • 2. At school At home Netherlands Uruguay Iceland Russian Federation 100 Norway 0. Un contexto cambiante Jordan Bulgaria Denmark Sweden 80 Latvia Canada Serbia 60 Australia Lithuania Finland 40 Qatar Korea 20 Croatia Belgium 0 Macao-China Switzerland Liechtenstein Germany Slovenia Austria Japan Portugal Turkey New Zealand Chile Spain Greece OECD Ireland Czech Republic Slovak Republic Poland Italy Hungary
  • 3. Schools do not follow homes Country percentage of 15 year-olds declaring to use frequently a computer at home and at school. 100 Sweden Denmark Netherlands Korea Belgium Iceland Australia Finland Canada Switzerland Norway Germany 90 New Zealand OECD Austria Italy Portugal Spain Czech Republic Hungary 80 Poland Ireland Slovak Republic Home use 70 Greece 60 Turkey Japan 50 40 20 30 40 50 60 70 80 90 100 School use Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity Questionnaire in PISA 2006.
  • 4. What drives school use? Are ratios of students per computer and broadband access drivers of computer use in schools? 14 12 Slovak Republic Poland Portugal 10 Germany Ratio of students per computer Greece Ireland 8 Spain Czech Republic Italy Finland Belgium Sweden 6 Netherlands OECD Denmark Iceland 4 Hungary Austria Norway 2 0 0 20 40 60 80 100 Lower secondary schools with broadband access Source: PISA 2006 database. The size of the bubbles represents the percentage of 15 year-olds declaring a frequent use of computers in their school.
  • 5. Low uptake, low use 100 90 80 70 60 50 40 30 20 10 0 DK UK NL NO SE AT FI DE CZ IE IS MT IT SK BE LU ES SI CY FR PT PL EE LT HU LV EL Teachers Pupils Teachers and pupils in compulsory education who have not used a computer in the classroom in the past 12 months (2006) in EU countries. Source: Empirica, 2007.
  • 6. 3 00 3 50 4 00 4 50 5 00 5 50 6 00 Finland Japan Korea Sweden Canada Macao- Ireland New Netherlands Liechtenstei Slovenia Russian Poland Latvia Frequent use Germany Switzerland Hungary Australia Austria Czech Croatia Belgium Greece Slovak Moderate use Lithuania Denmark Spain Iceland performance on PISA science scale un mejor rendimiento Norway Italy Portugal Turkey Chile Frequency of use of computers at home and student Uruguay Rare or no use Jordan Serbia 1. El uso de la tecnología se vincula a Bulgaria Thailand 7 Colombia Qatar
  • 7. 300 350 400 450 500 550 600 Finland Liechtenstein New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Austria Frequent use Sweden Greece Poland Spain Croatia Macao-China Lithuania Italy Slovenia Slovak Republic Moderate use Czech Republic Norway Latvia Iceland performance on PISA science scale Portugal Denmark escolares: umbral crítico? Russian Federation Chile Turkey Frequency of use of computers at school and student Uruguay Rare or no use 2. Pero no ocurre así con los usos Bulgaria Thailand Serbia Jordan 8 Colombia Qatar
  • 8. 3. La paradoja de la productividad 9 8 7 6 5 Tradicional 4 Tradicional + TIC Transformadora 3 2 1 0 Año 1 Año 2 Año 3 Año 4
  • 9. 4. La segunda brecha digital 3.5 3 2.5 2 Con capital 1.5 Sin capital 1 0.5 0 Inicio equivalente efecto SES efecto TIC
  • 10. 5. Cuestiones metodológicas • Web 2.0 • Declaraciones • Perfiles
  • 11. Web 2.0 12
  • 12. Web 2.0 in schools? (Luckin et al. 2008)
  • 13. No hay un único perfil de alumno 15
  • 14. 6. Nuevas economía, nuevas demandas
  • 15. How the demand for skills has changed Economy-wide measures of routine and non-routine task input (US) Mean task input as percentiles of the 1960 task distribution Routine manual 65 60 Nonroutine manual 55 Routine cognitive 50 45 Nonroutine analytic 40 Nonroutine interactive 1960 1970 1980 1990 2002 The dilemma of schools: The skills that are easiest to teach and (Levy and Murnane) test are also the ones that are easiest to digitise, automate and outsource
  • 16. Conclusiones: Por qué insistir? • Efecto “umbral” • Paradoja productividad? • Segunda brecha digital • Importancia economía conocimiento
  • 17. Muchas gracias! Francesc.Pedro@OECD.org www.oecd.org/edu/nml