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Learner Voices Sdu 13112009


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Innlegg på konferansen Skolen i digital utvikling
Venue: Lillestrøm

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Learner Voices Sdu 13112009

  1. 1. Organisation for Economic Co-operation and Development 1 1 (OECD) Learning from Learner Voices Skolen i digital utvikling Lillestrøm, 13.11.2009 Øystein Johannessen CERI, OECD
  2. 2. 2 2 Dagens tekst Ì Stereotypier Ì New Millennium Learners Ì Learning from Learner Voices Ì Dokumentasjon:  
  3. 3. 3 3 The Digital Generation Project Ì Demovideo
  4. 4. 4 15 year-olds are attached to technology
  5. 5. 5 5 Cognitive skills Social values and lifestyles development •Visual-spatial skills •Media competition •Non verbal intelligence •Effects of video-games •Collecting evidence in other areas •Socialisation in the third space: •Growing importance of informal learning Educational achievement •Unexpected new evidence •The threshold phenomenon 5
  6. 6. 6 300 350 400 450 500 550 600 Finland Japan Korea Sweden Canada Macao- Ireland New Netherlands Liechtenstei Slovenia Russian Poland Frequent use Latvia Germany Switzerland Hungary Australia Austria Czech Croatia Belgium Greece Moderate use Slovak Lithuania performance on PISA science scale Denmark Spain Iceland Norway Frequency of use of computers at home and student Italy Portugal Turkey Chile Uruguay Rare or no use Technology use is connected to a Jordan significant increase in performance Serbia Bulgaria Thailand 6 Colombia Qatar
  7. 7. 7 300 350 400 450 500 550 600 Finland Liechtenstein New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Frequent use Austria Sweden Greece Poland Spain Croatia Macao-China Lithuania Italy Slovenia Moderate use Slovak Republic Czech Republic performance on PISA science scale Norway Latvia Iceland regarding school use Frequency of use of computers at school and student Portugal Denmark Russian Federation Chile Turkey Rare or no use However, no matching evidence Uruguay Bulgaria Thailand Serbia Jordan 7 Colombia Qatar
  8. 8. 8 A second digital divide emerges
  9. 9. 9 As well as different student profiles 9
  10. 10. 10 Q Common following do you do mostactivities Which three of the classroom often in class? Copy from the board or a book 52% Listen to a teacher talking for a long time 33% Have a class discussion 29% Take notes while my teacher talks 25% Work in small groups to solve a problem 22% Spend time thinking quietly on my own 22% Have a drink of water when I need it 17% Talk about my work with a teacher 16% Work on a computer 16% Listen to background music 10% Learn things that relate to the real world 10% Have some activities that allow me to move around 9% Teach my classmates about something 8% Create pictures or maps to help me remember 7% Have a change of activity to help focus 7% Have people from outside to help me learn 4% Learn outside in my school’s grounds 3% Base: All pupils (2,417) Source: Ipsos M
  11. 11. 11 Most preferred ways to learn In which three of the following ways do you prefer to learn? In groups 55% By doing practical things 39% With friends 35% By using computers 31% Alone 21% From teachers 19% From friends 16% By seeing things done 14% With your parents 12% By practising 9% In silence 9% By copying 8% At a museum or library 5% By thinking for yourself 6% From others 3% Other 1% Base: All pupils (2,417) Source: Ipsos
  12. 12. 12 Learner Voices: Tidlige aktiviteter Ì The Digital Generation Project (The George Lucas Ed Foundation) Ì Ung Kommunikation (Sverige, 3 universiteter og høyskoler) Ì Learners and Technology: 7-11 (Becta)
  13. 13. 13 Learner Voices: Mål Ì Avdekke elevstemmer om bruk av IKT i utdanning gjennom et videobibliotek Ì Berike offentlig debatt og politikkutvikling Ì Undersøke nasjonale forskjeller i elevenes syn på og forventninger til IKT og læring Ì Bruke denne kunnskapsbasen til å drøfte konsekvenser for utdanningssystemet – på system- og institusjonsnivå
  14. 14. 14 Learner Voices: Tre spor Ì Analytisk spor  FoU- og litteraturoversikt  Analytisk rapport Ì Empirisk spor  Kartlegging av case  Videobibliotek Ì Policy-spor  Identifisere policy-tema  Implikasjoner for politikkutvikling  Verktøykiste (?)
  15. 15. 15 Spørsmål til dere Ì Hvakan “elevstemmer” tilføre oss mht bruk av IKT i undervisning og læring? Ì Hva skal vi se etter/spørre om? Ì Metodiske utfordringer Ì Hvordan kan lærerutdanningen utnytte dette? Ì Andre spørsmål?
  16. 16. 16 16 Organisation for Economic Co-operation and Development (OECD) Takk for oppmerksomheten More info at