The document discusses the impact of information and communication technologies (ICT) in education. It outlines approaches to analyzing ICT impact, findings from studies on effects of ICT use in schools, and directions for future research. Key findings include ICT having a positive impact on performance in primary schools, particularly in native language and design/technology, and quality of ICT use being more important than quantity of use. The document calls for future work on developing benchmarks, narrowing assessment gaps, evaluating ICT's role in competencies and social skills development.

1. Impact of ICT in
Education: Evidence and
Future Direction
CoSN Annual Conference
Washington, 6 March 2012
Øystein Johannessen
Cerpus/Education Impact
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2. Outline
• Approaches to impact analysys
• What do we know about the effects of ICT?
• The Road(s) Ahead
• Slides at www.slideshare.net/oysteinj/
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3. "Assessing the effects
of ICT in education"
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4. Approaches to Impact
• End point of intervention
• Impact and assessing impact is often related
to policy goals
• Quantifying versus assessing impact
• Axis: "Raising standards" vs "Assessing
Learning"
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5. Some findings from EUN
Impact Study (2006)
• ICT impacts positively on educational performance in
primary schools, especially in the native language, less
in science, and not in mathematics (Machin, UK, 2006)
• 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. ( Harrison, UK, 2002)
• Pupils, parents and parents consider ICT has a positive
impact on pupils´ learning (Rambøll, Denmark, 2006)
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6. OECD on Impact of
ICTs
• It is the quality of usage rather the amount of
usage that defines the impact of ICT
• PISA studies have shown correlations between
ICT familiarity at home and PISA scores
• No clear correlation between in-school ICT use
and PISA score
• Lack of models and longitudinal studies
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7. The Roads Ahead
• The Indicator Road: "Higher order benchmarks"
• The Assessment Road: narrow double
assessment gap. ICT in formative assessment.
• The Comptetency Road: ICT for key
comptetencies and 21st century skills
• The Social Road
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8. The Social Road
• Civics (Arabic Spring, DeforestAction)
• Social Cohesion
• Employability
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9. Thank you for listening
In times of change, learners inherit the earth,
while the learned find themselves equipped
to deal with a world that no longer exists
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