Ispra 27042009

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Innlegg "In Search for the Sustainable Knowledge Base: Multi-channel and Multi-method?" holdt på International Research Workshop "Assessing the Effects of ICT in Education", Ispra (Italia), 27042009

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Ispra 27042009

  1. 1. In Search for the Sustainable Knowledge Base: Multi-channel and Multi-method Deputy Director General Øystein Johannessen Norwegian Ministry of Education and Research International Research Workshop Ispra 27042009
  2. 2. Structure of presentation • Policy backdrop: Why ICT in Education? • Effects of ICT in Education: What have we learnt from R&D? • Knowledge Base: Multi-channel and Multi-method? • The Road Ahead: A Systemic Approach to Benchmarks Norwegian Ministry of Education and Research 2
  3. 3. Why ICT in Education? • To support economic growth • To support social development • To advance education reform • To support educational management and accountability • (Kozma 2008) Norwegian Ministry of Education and Research 3
  4. 4. Why ICT in Ed? Pedagogical and policy approach • Learning outcome and learning strategies • Personalisation • Variation of teaching methods • Home – school collaboration • Bridge education and home/leisure  relevance • Policy: The Norwegian Case – Learning more and better – Completion of upper secondary education – Well-being and social development Norwegian Ministry of Education and Research 4
  5. 5. Norwegian Ministry of Education and Research Becta, Learning in the 21st century 5
  6. 6. What have we learnt from R&D? • Search for causality and statistical significance • Output, outcome and impact (Impact 2, 2002) • 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 2006: All stakeholder groups state that ICT has a positive impact on pupils’ learning • R&D on patterns of use and across the spectrum of learning technologies • Perceived impact ------- Causality and stastistical significance Norwegian Ministry of Education and Research 6
  7. 7. Some challenges: Asking the right questions 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? – Are 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? – Does research back the voice of the practitioners? Norwegian Ministry of Education and Research 7
  8. 8. Multi-channel: ICT in Education covers a range of areas • Infrastructure development • Teacher training • Technical support, both in terms of assistance to teachers to connect hardware and software and also to help them integrate ICT across all curricula subjects • Pedagogical and curricular change • Content development • (Kozma, 2008) Norwegian Ministry of Education and Research 8
  9. 9. Hierarchy of benchmarks? • First order benchmarks: Access • Second order benchmarks: – Patterns of use – Amount of use • Third order benchmarks: Effects, Impact Norwegian Ministry of Education and Research 9
  10. 10. Case: ITU Monitor 2007 Norwegian Ministry of Education and Research 10
  11. 11. Multi-channel knowledge base a necessity • Monitor access and patterns of use. Technological and cultural diversity is a challenge. • Gender is still an issue • Benchmarking of digital learning resources. Need to break new ground • PISA: Repeat ICT analysis and improve ICT Familiarity Questionnaire (!!). Is PISA able to capture the use of ICT in subjects? • Test methodologies for reviewing pupils’ digital literacy – in or across subjects. • ----------------------- • But is this enough? Norwegian Ministry of Education and Research 11
  12. 12. Multi-method? • We need to combine quantitative and qualitative methods. NB: Indicators are not our only source of information. • Can the methods be improved? Need for more ethnographic research and testbed studies • What can we learn from the learners themselves? • Input from school use only? • Research should focus on third order benchmarks.This is where innovation is needed • Underlying research-based concepts and models must find an equilibrium between simplicity and complexity. Norwegian Ministry of Education and Research 12
  13. 13. The systemic challenges • What are we looking for? ICT embedded in pedagogical practice! • Education is a battle ground for a number of good causes. The educational community feels the strain of reporting. • Need for international collaboration for development of common benchmarks. • Pertinent topics must be addressed and the spectrum of benchmarks (1st-3rd order) must be achieved. DLR is a good case. • This is a partnership between policy, research and practice. Methodological AND political validity? Norwegian Ministry of Education and Research 13
  14. 14. Our common challenge To develop the educational system our children deserve and need Norwegian Ministry of Education and Research 14

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