Impact Report 061110


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ICT Cluster report

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  • Impact Report 061110

    1. 1. Technology’s impact on schools Roger Blamire and Anja Balanskat ICT Cluster Meeting Brussels 15 th November 2006
    2. 2. Context <ul><li>Two PLA reports: Finland, Luxembourg </li></ul><ul><li>Third report to meet Cluster needs </li></ul><ul><li>Remit: To establish what the research tells us about the impact of technology on schools </li></ul><ul><ul><li>Is ICT living up to its pedagogical potential in schools in terms of the wider achievements of ICT on the education system: on learning outcomes (and learners) and teaching methodologies (and teachers)? </li></ul></ul><ul><li>Aim: to inform policy makers and practitioners on the results of this research </li></ul><ul><li>Work completed December 2006 </li></ul>
    3. 3. Scope <ul><li>14 studies selected </li></ul><ul><li>Two recent additions </li></ul><ul><li>Overview: Page 2 </li></ul>
    4. 4. Three areas of study <ul><li>Direct outputs of ICT investments </li></ul><ul><li>Use of ICT for educational purposes </li></ul><ul><li>Impact of ICT on learning outcomes, teaching methodologies and the education system </li></ul>
    5. 5. Approaches to Impact <ul><li>Impact 2 (UK), elearning Nordic </li></ul><ul><li>End point of intervention </li></ul><ul><li>Impact and assessing impact is strongly related to policy goals </li></ul><ul><li>Quantifying vs. assessing impact </li></ul><ul><li>Focus on “raising standards/ educational attainment” or “learning among pupils” </li></ul>
    6. 6. The four quadrant model Source: Becta, September 2006 <ul><li>Internal effectiveness </li></ul><ul><li>Economies of scale </li></ul><ul><li>Sharing, collaboration </li></ul><ul><li>Effective use of data </li></ul><ul><li>More learning opportunities </li></ul><ul><li>Technology </li></ul><ul><li>Equipment </li></ul><ul><li>Access to a learning platform </li></ul><ul><li>Digital content </li></ul><ul><li>Learner outcomes </li></ul><ul><li>Employability </li></ul><ul><li>Achievement </li></ul><ul><li>Socialisation … </li></ul><ul><li>E-maturity </li></ul><ul><li>Institutional </li></ul><ul><li>Workforce </li></ul><ul><li>Learner </li></ul>Performance Capacity
    7. 7. Structure <ul><li>Impact on learning outcomes </li></ul><ul><ul><li>Quantitative </li></ul></ul><ul><ul><li>Qualitative </li></ul></ul><ul><li>Impact on processes </li></ul><ul><ul><li>Learning and learners </li></ul></ul><ul><ul><li>Teaching and teachers </li></ul></ul><ul><li>Reflection on the evidence </li></ul><ul><ul><li>Issues for policy makers </li></ul></ul><ul><ul><li>Issues for research </li></ul></ul>
    8. 8. A) Quantitative evidence <ul><li>Causal relationship between use of ICT and gains in national tests via statistical analysis </li></ul><ul><li>BUT: Isolating the variable that caused impact is problematic in education </li></ul>
    9. 9. Impact on learning outcomes <ul><li>ICT impacts positively on educational performance in primary schools , particularly in the native language. </li></ul><ul><li>Use of 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. </li></ul><ul><li>There is a positive association between the length of time of ICT use and students’ performance in mathematics tests . </li></ul>
    10. 10. The effect of school organisation on performance <ul><li>Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels; </li></ul><ul><li>Schools with good ICT resources achieve better results than those that are poorly equipped; </li></ul><ul><li>ICT investment impacts on educational standards most when there is fertile ground in schools for making efficient use of it; </li></ul>
    11. 11. Impact of specific technologies on outcomes <ul><li>7. B roadband access in classrooms results in significant improvements in pupils’ performance in national tests at 16. </li></ul><ul><li>8. In troducing interactive whiteboards results in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), mathematics and science, improving more than that of pupils in schools without interactive whiteboards </li></ul>
    12. 12. B) Qualitative evidence <ul><li>“ Assessing” impact via </li></ul><ul><li>questionnaires and interviews with </li></ul><ul><li>students, teachers,… </li></ul><ul><li>BUT: perceived impact vs. real impact </li></ul>
    13. 13. Impact on outcomes <ul><li>Pupils, teachers and parents consider that ICT has a positive impact on pupils’ learning. </li></ul><ul><li>Pupils’ subject-related performance and basic skills (calculation, reading and writing) improve with ICT, according to teachers. </li></ul><ul><li>11.Teachers are becoming more and more convinced that the educational achievements of pupils improve through the use of ICT. </li></ul><ul><li>12. Academically strong students benefit more from ICT use, but ICT serves also weak students. </li></ul>
    14. 14. Impact on processes <ul><li>Learning and learners </li></ul><ul><li>Teaching and teachers </li></ul>
    15. 15. Learning and learners <ul><li>Motivation and skills </li></ul><ul><li>Differentiation and independent learning </li></ul><ul><li>Teamwork </li></ul>
    16. 16. Teaching and teachers <ul><li>Enthusiasm </li></ul><ul><li>Efficiency and collaboration </li></ul><ul><li>Teacher-student relationship </li></ul><ul><li>Pedagogical practice </li></ul><ul><li>Teachers’ competence </li></ul>
    17. 17. Barriers to impact <ul><li>Teacher </li></ul><ul><li>School </li></ul><ul><li>System </li></ul>
    18. 18. Outlook <ul><li>Eurobarometer Benchmarking (2006) </li></ul><ul><li>Impact 2006 “ematurity” (at the institution level) and “personalisation of learning” </li></ul><ul><li>Sites 2006: pedagogical practices adopted in different countries and the use of ICT in them (400 schools) </li></ul><ul><li>Eurydice: ICT in Europe in 2007 </li></ul><ul><li>PISA: making greater use of computer based assessment </li></ul>
    19. 19. Reflections Issues for research <ul><li>Do researchers measure the “right” outcomes? </li></ul><ul><li>Are policy makers clear about what they except the results of ICT investments to be? </li></ul><ul><li>What kind of evidence is needed? </li></ul><ul><li>Rethink the approach to Impact? </li></ul>
    20. 20. Reflections Issues for policy makers <ul><li>Invest in those areas where impact has been shown? (primary, native language, science)? </li></ul><ul><li>How to avoid digital disadvantages? </li></ul><ul><li>Are the results as good as they could be? </li></ul><ul><li>Predominance of UK (England) research </li></ul>
    21. 21. Actions to achieve greater impact <ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul>
    22. 22. Actions to achieve greater impact <ul><li>Policy </li></ul><ul><li>Plan for transformation, not for ICT </li></ul><ul><li>A clear political will and investment in ICT consolidation </li></ul><ul><li>New forms of teacher training (workplace, peer-to peer) </li></ul><ul><li>Include new competencies in curricula and assessment </li></ul>
    23. 23. Actions to achieve greater impact <ul><li>Research </li></ul><ul><li>Context sensitive and process oriented research </li></ul><ul><li>Encourage more trans-national research </li></ul><ul><li>Make national evidence accessible </li></ul><ul><li>Rethink approach to impact </li></ul>