Oystein johannessen santa clara meeting 2 sep 2010
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Oystein johannessen santa clara meeting 2 sep 2010

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Presentation of the report "Inspired by Technology - Driven by Pedagogy"

Presentation of the report "Inspired by Technology - Driven by Pedagogy"
Venue: Florianopolis, Brazil
Date: 2 Sep 2010

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Oystein johannessen santa clara meeting 2 sep 2010 Oystein johannessen santa clara meeting 2 sep 2010 Presentation Transcript

  • Technology-based Innovation in Education 2 September 2010 Øystein Johannessen Deputy Director General Norwegian Ministry of Education and Research 1
  • Outline of presentation • ICT policy • Backdrop of the report • The report • Policy issues and the road rhead 2
  • Policy Drivers for ICT in Education • To support economic growth • To support social development • To support educational reform • To support educational management and accountability • Source: Kozma, 2008 3
  • Educational Drivers for ICT in Education • Learning outcome and learning strategies • Personalisation • Variation of teaching methods • Home – school collaboration • Bridge home – school education  relevance 4
  • Relevance of technology-based innovation - directions • Determining the conditions which enable the adoption of technology • Empowering schools and teachers to generate discrete innovations at the school or classroom level • Providing support for the research community 5
  • Are we able to scale up technology-based innovations? • Change at system level seemingly does not happen. • Possible reasons for lack of systemic change: – Knowledge base – Teacher training – Incentives 6
  • Research questions • Competing concepts of technology-based school innovations? • The dynamics of technology-based school innovations from a knowledge- management perspective? • Innovation policies regarding technology in education 7
  • The Report: Topics • Web 2.0 • Digital learning resources • Monitoring and assessing ICT use in education • Research and research design 8
  • Lessons learnt (i) • Imbalance between technology investments, content, teacher training and knowledge base • Tension between technology and pedagogy • Axis between radical and incremental innovation • There is a need to balance expectations between the power of technology and feasibility of reality • Complexity of the issues involved require a multi-dimensional approach 9
  • Lessons learnt (ii) • Potential of new research disciplines (e.g. brain research) must be explored • Work on assessment too narrow • Need for social dialogue with all stakeholders • Research must be translated into meaningful guidelines for improving practice • To what extent is research evidence phased into the education and practice of teachers 10
  • Policy principles • Systemic innovation useful for assessing innovation policies • Targeted system to promote and support successful innovation and system-wide change. • A coherent knowledge base is necessary • Innovation opportunities may be lost due to lack of evalution and knowledge feedback 11
  • Axis of innovation • The Policy Axis • The Pedagogical Axis • The technology Axis • The Knowledge Axis 12
  • The Policy Axis • Horizontal coherence: Links between key policy elements • Vertical coherence: Links between key players in an educational system 13
  • Coherence between key policy elements 14
  • The Pedagocial Axis • Curriculum and Innovation • Empower the Innovators • Culture of sharing among teachers and school leaders • ICT in the pedagogical debate 15
  • The Technology Axis • Infrastructure is an enabler for access and equity • ICT support systems and capacity • Collaboration with others players in the educational systems • Increased technological diversity to be expected 16
  • Emerging technologies for learning • Cloud computing • Collaborative Environments • Game-based Learning • Mobiles • Augmented Reality • Flexible Displays • Sources: 2010 Horizon Report K-12 17
  • The Knowledge Axis • The Double Knowledge Change – Establishing a knowledge base – Effective dissemination and uptake of the knowledge base • Professional development among teachers: Effective strategies 18
  • Policy implications • Systemic approach to innovation as a guiding principle for innovation-related policies • Promote an evidence-informed dialogue on innovation • Build a coherent knowledge base about technology in education • Supplement investments in technology with efforts in monitoring and evaluation • Support relevant research • Avoid digital divides • Align or embed strategies for innovation with national/regional policies for education (Quality/Equity) 19
  • The Road Ahead • Hybrid phase: Technology AND pedagogy • Relationship between public service/formal education and non-formal education should be revisited • Need to analyze the drivers of emerging technologies • Collaboration is King! 20
  • Thank you! joh@kd.dep.no