A discussion about where we are in relation to the use of technology in schools and at home by students and teachers, an indication of what seems to work well and why, and some suggestions for the way forward.
Where are we? Improved access BYOT vs. public investments
Where are we? Limited intensity and variety of uses in the classroom 100%100% 90%90% 80%80% 70%70% 60%60%50% 50%40% 40%30% 30%20% 20%10% 10% 0% 0% OECD Ireland Denmark Korea OECD Ireland Denmark Korea average average No time 0-30 mins 30-60 mins 60 mins or more No time 0-30 mins 30-60 mins 60 mins or more Mathematics Foreign language (weekly usage) (weekly usage)
Where are we? Limited intensity and variety of uses in the classroom 100 Percentage of students declaring at least a weekly usage, PISA 2009 90 80 70Percentage of students 60 50 40 30 20 10 0 Use school the Internetfor group work and communicationindividual homework on a Chat oncomputer browse material from the schools Play simulationsor mathematics schools we Browse computers for schoolwork UseDoing with other students Download, line at school drilling, such as for foreign language learning at work on the e-mail at school school upload or and Practice website Post school OCDE average 39 22 19 18 15 15 14 10 9
Where are we? But not at home! 100 Percentage of students declaring at least a weekly usage, PISA 2009 90 80 70Percentage of students 60 50 40 30 20 10 0 Use e-mail for Use e-mail for Download, upload or Check the schools communication with Doing homework on the Browse the Internet for communication with browse material from website for teachers and submission computer schoolwork other students about the schools website announcements of homework or other schoolwork schoolwork OCDE average 50 46 34 23 21 14
How to explain it? Perception of usability: Can I use it? Perception of usefulness: is it worth the effort?
How to move forward? Realism: “a teacher like me” approach More than even, we need an efficiency- driven approach: Are students going to learn more, better, differently? – From data transparency to data-driven instruction Am I going to become more efficient? – Teacher and student perspectives Policy focus has to shift to assess, suport and reward teaching
Teachers still need support % TALIS Average70605040302010 0 Teaching ICT teaching Student Instructional Subject field Student Content and Student Teaching in a Classroom School special skills discipline and practices counselling performance assessment multicultural management management learning needs behaviour standards practices setting and students problems administrationAreas are ranked in descending order of the international average where teachers report a high level of needfor development.Source: OECD. 2009
But they hardly get any feedback No appraisal or feedback No school evaluation %605040302010 0 Slovenia Denmark Estonia Brazil Iceland Italy Portugal Turkey Australia Hungary Lithuania Malta Malaysia Spain Mexico Ireland Austria Norway Korea Bulgaria Slovak Republic Poland Belgium (Fl.)Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3
Making change happen Strong support + incentives Poor results Good results Idiosyncratic innovations Systemic innovationLow pressure: High pressure:no assessment assessment Poor results Conflict & demoralisation No use Fake use Weak support & no incentives
Summing up We need more and better uses of technology in school education… But only efficient solutions have a chance to scale up! What happens with technology is just an indication of how badly school systems manage educational change
Many thanks F.Pedro@UNESCO.orgAvailable at: /francescpedroMore at: @FrancescPedroED /francesc.pedroED