In Search Of Evidence Presentation Nml Expert Meeting 16102007


Published on

Presentation NML/KERIS Expert Meeting on ICT and Educational Performance

Published in: Technology, Education
  • Be the first to comment

In Search Of Evidence Presentation Nml Expert Meeting 16102007

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