Experience in using PISA for improving the quality and equity of education - ...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Informatics Education in School: A Multi-Year Large-Scale Study on Female Par...Enrico Nardelli
Presentation at ISSEP 2019, the 12th International Conference on Informatics in Schools: Situation, Evolution and Perspectives
ABSTRACT
This paper describes the outcomes of a multi-year large-scale study on Informatics education in school, involving an average of 3,600 teachers per school year of all school levels. The study has been conducted in Italy, where - generally speaking - there is no compulsory informatics education in school.
Teachers have voluntarily enrolled in the "Programma il Futuro" project, running since 2014, and have taught short introductory courses in Informatics. Answering - anonymously - to monitoring questionnaires, they have indicated whether girls or boys were more interested in Informatics activities and whether girls or boys were more effective.
Answers show that the difference between the number of teachers thinking boys are more interested (or more effective) and the number of those judging girls more interested (or more effective) has constantly decreased over school years during the project.
This variation in teachers' beliefs over school years - that we attribute to their involvement in project activities - is important, since teachers' beliefs are known to influence students' motivations, hence their future choices. Our opinion is reinforced by the results of a differential analysis, in each school year, between teachers repeating activities and those executing them for the first time.
Moreover, the analysis of disaggregated data shows that the difference between boys and girls relative to interest or effectiveness increases going up in school level.
Our results provide an empirical support to the belief that it is important to start Informatics education early in school, before gender stereotypes consolidate.
Professor Ian Anderson's keynote address to the Aboriginal and Torres Strait Islander Mathematics Alliance conference, Creating Connections and Growing Understanding in Adelaide, November 2014.
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Experience in using PISA for improving the quality and equity of education - ...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Informatics Education in School: A Multi-Year Large-Scale Study on Female Par...Enrico Nardelli
Presentation at ISSEP 2019, the 12th International Conference on Informatics in Schools: Situation, Evolution and Perspectives
ABSTRACT
This paper describes the outcomes of a multi-year large-scale study on Informatics education in school, involving an average of 3,600 teachers per school year of all school levels. The study has been conducted in Italy, where - generally speaking - there is no compulsory informatics education in school.
Teachers have voluntarily enrolled in the "Programma il Futuro" project, running since 2014, and have taught short introductory courses in Informatics. Answering - anonymously - to monitoring questionnaires, they have indicated whether girls or boys were more interested in Informatics activities and whether girls or boys were more effective.
Answers show that the difference between the number of teachers thinking boys are more interested (or more effective) and the number of those judging girls more interested (or more effective) has constantly decreased over school years during the project.
This variation in teachers' beliefs over school years - that we attribute to their involvement in project activities - is important, since teachers' beliefs are known to influence students' motivations, hence their future choices. Our opinion is reinforced by the results of a differential analysis, in each school year, between teachers repeating activities and those executing them for the first time.
Moreover, the analysis of disaggregated data shows that the difference between boys and girls relative to interest or effectiveness increases going up in school level.
Our results provide an empirical support to the belief that it is important to start Informatics education early in school, before gender stereotypes consolidate.
Professor Ian Anderson's keynote address to the Aboriginal and Torres Strait Islander Mathematics Alliance conference, Creating Connections and Growing Understanding in Adelaide, November 2014.
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Estonia is known and recognized worldwide as a successful and innovative e-state.
How has a country, which regained its independence in 1991, reached the pinnacle
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companies per capita in the world? What prompted us to implement the Tiger
Leap project in education which started the digitalization of the entire public sector,
leading to increased innovation and transparency?
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Ref: http://accept-pluralism.eu/Home.aspx
Round Table: http://accept-pluralism.eu/Documents/Events/LaunchEvents/2011-03-09-Spain/SpanishLaunchevent-presentationandminutes[1].pdf
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Estonia is known and recognized worldwide as a successful and innovative e-state.
How has a country, which regained its independence in 1991, reached the pinnacle
in PISA tests? Why does Estonia have one of the highest numbers of start-up
companies per capita in the world? What prompted us to implement the Tiger
Leap project in education which started the digitalization of the entire public sector,
leading to increased innovation and transparency?
Explore Estonia's education system, renowned for its innovative approach and outstanding PISA rankings that highlight the country's commitment to fostering a strong growth mindset and academic excellence among students.
Educational policy: Towards Plurilingualism for Social Cohesion (Accept Plura...Neus Lorenzo
Catalan linguistic policy, presentation at ACCEPT PLURALISM Project, an international research for social cohesion and educational development in Europe (Funded by: the European Commission under the Seventh Framework Programme), in march 2011.
Ref: http://accept-pluralism.eu/Home.aspx
Round Table: http://accept-pluralism.eu/Documents/Events/LaunchEvents/2011-03-09-Spain/SpanishLaunchevent-presentationandminutes[1].pdf
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13–14, 2010 • Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
eTwinning is a framework for schools to collaborate on the Internet with partner schools in other European countries.
It promotes school collaboration in Europe through the use of Information and Communication Technologies (ICT) by providing support, tools and services to make it easy for schools to form short or long term partnerships in any subject area
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Eudcation in Estonia: PISA and beyond
1. Education in Estonia:
PISA & digital turn
Mart Laanpere, PhD
Senior researcher
Centre for Educational Technology
Tallinn University
2. Call me Mart
O I am third-generation mathematics
teacher
O Principal of a rural K-12 school 1992 –
1996
O Researcher in the Centre for Educational
Technology, Tallinn University since 2003
O Research interests: digital competences,
pedagogy-driven design of online learning
environments, digital textbooks, online
assessment, smart schoolhouse, learning
analytics, didactics of informatics
mart.laanpere.eu
3. Population: 1.3 Million
Size: 45 227 km²
Capital: Tallinn
Language: Estonian
Ethnic Estonians: 69%
Member of EU: 2004
Currency: Euro (2011)
GDP per capita: 29 543 USD
Public debt: 9% of GDP
Unemployment: 6%
Exports: machinery 21%,
wood 9%, metals 9%,
furniture 7%, food 4%
4. INFORMATION SOCIETY INDICATORS
O Over 80% of families have at home computer
and broadband connection, independent to their
SES
O 95% of income tax declarations submitted
online, 99% bank transfers made online
O Online elections since 2005, over 30% e-voted
in 2015 parliamentary elections
O iBanking, eHealth, ePolice, ePrescription,
eSchool
O eResidency: https://e-estonia.com/e-residents
O Internet as a human right, free public wifi (500+
access points provided by municipalities) e-estonia.com
7. Succes in OECD PISA
2009
World / Europe
2012
World / Europe
2015
World / Europe
Maths 17 7 11 3-6 9 2
Reading 13 5 11 3-6 6 3
Science 9 2 6 2 3 1
The place of Estonia in the PISA ranking list (global and EU level)
8. PISA results 2015
O Results in Russian-speaking schools
have improved, but still lagging behind
O Gender differences: boys are much
worse in reading, but slightly better in
maths
O Equal opportunities: socio-economic
status does not affect the results, school
compensates
O The share of low-performing students is
the smallest in Europe
9. In addition
O Estonian pupils are the most active users of e-
school and school web site
O 90% of Estonian pupils feel content with their
life
O Only 14% on the level 5-6 in maths (55% in
Shanghai, yet OECD average is 8%)
O Students have generally positive attitude
towards school
O Qualified, but ageing teachers (avg 47 y),
radical gender imbalance among teachers
10. Explaining our success in PISA
O High autonomy of schools
O Highly qualified teachers
O Schools provide equal opportunities, no
difference between urban and rural
schools
O More books at home
O Metacognitive learning strategies applied
O Increase in educational expenditures
O Very few new immigrants
11. Your impressions?
O Based on your impressions today and
yesterday, how would you explain the success
of Estonian schools in PISA?
www.hm.ee/en/activities/statistics-and-analysis/pisa
O In case you are interested in comparing your
national curriculum with the Estonian one:
www.hm.ee/en/national-curricula
14. Old and new pedagogies
Tech
use
Pedagogical
capacity
Content knowledge
Master required
content
Outcome:
Content
mastery
OldNew
Outcome:
Deep
learning
Teacher Pupil
Discover and master content together
Pedagogical
capacity
Create and use new
knowledge in the
world
Ubiquitous technology
(Fullan 2013)
19. Digital
Mirror
Self-assessment:
• By the principal
• By digi-team
• By peer team
Data-driven
decision-making:
• Benchmarking
• Strategic goals
• Action plan
• School-owners’
digital strategy
Digital Mirror: Self-assessment of
school’s digital maturity,
Creating digital strategy
20. DigiMina: an online tool for self- and
peer-assessment of teachers digital competence
21. Thank you!
O Questions?
O Evaluation form:
www.surveymonkey.com/r/Benchmarking17-18
Shortlink: bit.ly/2wIJImF
https://www.slideshare.net/martlaa/education-system-in-estonia-pisa-and-digital-turn
Tomorrow:
guided tour with James
Gather by 10:00
in front of the Old Town Hall
22. Group disuccsion
O Reflect upon your experience regarding the
training and school visits during this week
(both in Finland and Estonia), draw in
conclusion:
O 3 innovative things you learned and would like
to implement in your school
O 3 things that would be impossible to copy in
your school
O 3 things that were strikingly in similar in
Estonian, Finnish and your own school