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Impact of ICTs in Education: Evidence and Future Directions

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Presentation at Intel - Education - JP Sá Couto workshop on educational Planning
Venue: London Marriot Kensington Hotel
Date: 12 January 2012

Published in: Education, Technology
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Impact of ICTs in Education: Evidence and Future Directions

  1. 1. Impact of ICT in EducationOystein  Johannessen  Educa2on  Impact  Fellow   1  
  2. 2. Outline•  What do we mean by "impact"?•  What do we know about the effects of ICT?•  The Road(s) Ahead 2
  3. 3. Approaches to Impact•  End point of intervention•  Impact and assessing impact is often related to policy goals•  Quantifying versus assessing impact•  Axis: "Raising standards" vs "Assessing Learning" 3
  4. 4. Approaches to Impact•  Quantitative approach •  Causal relationship between ICT use and gains in national tests through statistical analysis •  Hard to isolate ICT as one of many variables influencing learning processes•  Qualitative approach •  Assessing impact via interviews and questionnaires among key stakeholders •  Perceived versus real impact 4
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  6. 6. Some findings from EUN Impact Study•  ICT impacts positively on educational performance in primary schools, especially in the native language, less in science, and not in mathematics (Machin, UK, 2006)•  ICT improves attainment levels of school children in native language (above all), in science and in design and technology, between ages 7 and 16, particularly in primary schools.•  Pupils, parents and parents consider ICT has a positive impact on pupils´ learning (Rambøll, 2006) 6
  7. 7. OECD on Impact of ICTs•  It is the quality of usage rather the amount of usage that defines the impact of ICT•  PISA studies have shown correlations between ICT familiarity at home and PISA scores•  No clear correlation between in-school ICT use and PISA score 7
  8. 8. PISA 8
  9. 9. EUN Netbook Study 9
  10. 10. Acer-EUN NetbookStudy - about the study 10
  11. 11. Acer-EUN Netbook Study - findings 11
  12. 12. Acer-EUN Netbook Study - findings 12
  13. 13. The Roads Ahead•  The Indicator Road•  The Assessment Road•  The Competency Road•  The Social Road 13
  14. 14. Indicator Road 14
  15. 15. Indicator Road 15
  16. 16. Assessment Road•  Evidence shows that assessment is key to educational practice and change•  Emerging research indicates that ICT in assessing different competences are used in a narrow way•  The ACT21S Project are developing innovative approaches to ICT and assessment•  Assessment of digital literacy can be a driver for change of how ICT is used to assess key competences 16
  17. 17. The Competency Road•  ICT as a lever for enhancing literacy, reading skills and numeracy•  ICT and social skills•  ICT, creativity and entrepreneurship 17
  18. 18. The Social Road•  Access•  Equity•  Quality•  Employability 18
  19. 19. Summing up•  The impact agenda still has to be knowledge- based.•  The scope of issues is wide. Need for a plethora of approaches to topics and methods.•  Quasi-experimental approaches involving learners should be explored further. 19
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