In Search Of Evidence   Presentation Nml Expert Meeting 16102007
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In Search Of Evidence Presentation Nml Expert Meeting 16102007

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Presentation NML/KERIS Expert Meeting on ICT and Educational Performance

Presentation NML/KERIS Expert Meeting on ICT and Educational Performance

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  • 1. Deputy Director General Øystein Johannessen Norwegian Ministry of Education and Research OECD/KERIS NML Expert Meeting Cheju Island 16102007 In Search of Evidence: The Unbearable Hunt for Causality
  • 2.  
  • 3. Structure of presentation
    • Barking up the right tree?
    • ICT and educational performance: What have we learnt from R&D?
    • Multi-channeled knowledge base
    • Generic policy framework
  • 4. Becta, Learning in the 21st century
  • 5. Barking up the wrong tree? ICT and educational quality is a moving target
    • Quality for the learner:
      • Learning outcome
      • Learning strategies
    • Quality for the organisation: Information security, school development and organisational learning
    • Quality for the society: Combination of the above and the need for a skilled and creative workforce
    • *****************************
    • Technological dynamic and diversity
    • Methodological challenges
    • Emergence of NML skills
    • Quality versus relevance
  • 6. What have we learnt from R&D?
    • Search for causality and statistical significance
    • Output, outcome and impact
    • Impact 2 : ICT leads to statistically significant improvements of educational attainment in some subjects.
    • OECD : Interesting correlations regarding use of ICT and PISA scores
    • eLearning Nordic : All stakeholder groups state that ICT has a positive impact on pupils’ learning
    • Perceived impact  -------  Causality and stastistical significance
  • 7. It is the quality of ICT usage, rather than necessarily the quantity, that will determine the contribution that these technologies make to students outcome. (OECD/PISA)
    • How can we further improve the impact of ICT in education?
      • Is there special kinds of computer usage that raise performance?
      • What about teacher education and background?
    • How can we improve ways of utilizing ICT in education by listening to practitioners?
      • How can we provide them with a voice?
    Some challenges
  • 8. Multi-channel knowledge base a necessity
    • Monitor access development
    • Benchmarking of digital learning resources. Looking to break new ground
    • Monitor actual use of ICT -> documentation of ICT uptake
    • Gender differences should be object of further studies
    • ICT analysis of PISA should be repeated
      • Exploit ICT issues in current PISA framework
      • Influence future PISA development
    • Test methodologies for reviewing pupils’ digital literacy
  • 9. Generic policy framework
    • Systemic and comprehensive policies are necessary in order to optimise the impact of ICT
    • Integration of ICT into the curriculum
    • Changes in assessment and evaluation as curricula change
    • Teacher competencies and school leaders as technology leaders
    • Home use – school use gap should be bridged
    • Infrastructure and digital content: Standards and quality criteria
  • 10. Our common challenge To develop the educational system our children deserve and need