Innovació educativa i avaluació: quin paper per a la tecnologia?

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Diverses raons empenyen la innovació educativa, però avui és necessari que sigui capaç de mostrar evidències dels beneficis que aporta. La innovació suportada per la tecnologia n'és un exemple clar.

Quin paper per a la tecnologia?
Innovació educativa i avaluació

Preparen les escoles per a les competències que calen?
Competències més demanades per les empreses al Regne Unit, 2016
Problem Solving
Team-working
Communications
Critical Thinking
Creativity
Literacy
Digital Literacy
Leadership
Foreign Language
Emotional Intel.
N/A
51%
33%
26%
21%
18%
15%
15%
14%
14%
7%
2%
Source: The Economist, 2016

Source: The Economist, 2016 with data from the US Population survey
and the Federal Reserve Bank of St. Louis
Les escoles avaluen rutines
Evolució dels nombre de llocs de treball als EUA (en M) per tipus primordial de competències, 1983-2014

Però l’economia no ho és tot: ells són primer

La innovació és imprescindible
cc: Hampton Roads Partnership - https://www.flickr.com/photos/39491352@N05

CANVI
cc: Dave77459 - https://www.flickr.com/photos/25499247@N00

EN L'ORGANITZACIÓ PEDAGÒGICA
cc: Our Hero - https://www.flickr.com/photos/11057422@N00

EN ELS PROCESSOS PEDAGÒGICS
cc: Kris Kesiak - https://www.flickr.com/photos/36928267@N06

cc: pareeerica - https://www.flickr.com/photos/8078381@N03
EN LES TECNOLOGIES UTILITZADES

PRIMER REPTE
cc: djwtwo - https://www.flickr.com/photos/40761412@N00

SEGON REPTE
cc: hartp - https://www.flickr.com/photos/64139857@N00

CANVI QUE AFEGEIX VALOR
cc: Celestine Chua - https://www.flickr.com/photos/69065182@N00

cc: Vectorportal - https://www.flickr.com/photos/33678919@N07
VALOR EN SATISFACCIÓ

VALOR REDUINT COSTOS
cc: compscigrad - https://www.flickr.com/photos/48784629@N00

VALOR MILLORANT RESULTATS
cc: Ken Whytock - https://www.flickr.com/photos/7815007@N07

TECNOLOGIA?
cc: Mylla - https://www.flickr.com/photos/83969782@N00

AustraliaAustria
Belgium
Chile
Chinese Taipei
Costa Rica
Croatia
Czech Republic
Denmark
Estonia
Finland
Germany
Greece
Hong Kong-China
Hungary
Ireland
Israel
Italy
Japan
Jordan
Korea
Latvia
Liechtenstein
Macao-China
Mexico
Netherlands
New Zealand
Norway
OECD average
Poland
Portugal
Russian Federation
Serbia
Shanghai-China
Singapore
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
Uruguay
380
420
460
500
540
580
620PISAscoreinMaths(2012)
Australia
Austria
Belgium
Chile
Chinese Taipei
Costa Rica
Croatia
Czech Republic Denmark
EstoniaFinland
Germany
Greece
Hong Kong-China
Hungary
Ireland
Israel
Italy
Japan
Jordan
Korea
Latvia
Liechtenstein
Macao-China
Mexico
Netherlands
New Zealand
Norway
OECD average
Poland
Portugal
Russian Federation
Serbia
Shanghai-China
Singapore
Slovak Republic
Slovenia
Spain
Sweden
Switzerland
Turkey
Uruguay
380
420
460
500
540
580
620
5 15 25 35 45 55
PISAscoresinMaths
Daily minutes on ICT at school
Source: OECD,2015

CANVIS DE SEGON ORDRE
cc: Mylla - https://www.flickr.com/photos/83969782@N00

LA DEMANDA MADURA VOL EVIDÈNCIES
EIR: A MODELTIERED EVIDENCE
GRANTPROGRAM
6
Early-Phase Mid-Phase Expansion
Developsand tests
innovative education
practices
Further develops
innovative education
practicesand
regionally or nationally
scalesthose practices
Scalesnationally those
practicesdemonstrated
to be effective
Applicantsmust include
a logic model informed
by research
Applicantsmust meet
“Moderate Evidence”
standard
Applicantsmust meet
“Strong Evidence”
standard
Up to $4 million per
award, up to 60 months
(5 years) of funding
Up to $8 million per
award, up to 60 months
(5 years) of funding
Up to $15 million per
award, up to 60 months
(5 years) of funding
24-38 awards
anticipated
15-20 awards
anticipated
3-5 awardsanticipated
EL PROGRAMA DE RECERCA I INNOVACIÓ EDUCATIVA DELS EUA
(2017)INNOVATION AND RESEARCH (EIR)
PFORPROSPECTIVEAPPLICANTS
JANUARY 30, 2017
RNARD AUDITORIUM/ LBJ BUILDING
WASHINGTON, DC

SEMPRE TORNEM AL PRINCIPI
CAPACITATS DOCENTS

Molt agraït
F.Pedro@UNESCO.org
Ja disponible a:
/francescpedro
Més a:
@FrancescPedroED
/francesc.pedroED

Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.

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Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in improving student outcomes show that the way forward is by making teachers the top priority. The adaptability of education systems and their ability to evolve ultimately depends on enabling teachers to transform what and how students learn. This requires strong support and training for teachers, both before and after they enter the profession, with new forms of professional development to help teachers engage in more direct instruction and adapt it to the needs of their diverse classrooms. Education systems need to perform well in two dimensions: excellence and equity. Many high performers do well on both, demonstrating that they are not mutually exclusive. To do so requires specific measures to overcome factors that can hinder student performance, such as socio-economic background, immigrant status and gender.

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Andreas Schleicher Director for Education and Skills OECD Challenges for teachers Student-level Initiating and managing learning processes, including active learning Responding to the learning needs of individual learners Integrating formative and summative assessment Classroom level Teaching in multicultural classrooms Emphasising cross-curricular studies Integrating students with special needs School level Working and planning in teams and partner with other schools Evaluating and planning for improvement Using ICT for teaching and administration, etc.

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Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Much has been written about the role education plays in the success of economies and the relationship between school performance in today’s economic climate could not be more important. The relationship between learning today and the needs of society are intertwined in a complex world where global economies are only one dimension. Conflict and economic stability and education may well be forming new equations for individual students as well as national systems.

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This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.

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Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.

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Universal Basic Skills - What Countries Stand to Gain

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(Andreas Schleicher - Director, OECD Directorate for Education and Skills) While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.

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Hiring and retaining the right talent has become increasingly important in today’s workforce. There is increasing pressure on managers to make the right decision which usually tough. LinkedIn data guru, Nick Carroll, discusses how data can enable managers to make informed decisions more easily. Subscribe to the LinkedIn Talent Blog: http://linkd.in/19V0QDv Learn more about LinkedIn Talent Solutions: http://linkd.in/1sDl7Fq Tweet with @HireOnLinkedIn: http://bit.ly/1e4VFBO Follow us on SlideShare: http://slidesha.re/17cCRvf Follow the LinkedIn Talent Solutions page: http://linkd.in/1aS4MXY

2014 c-delaware (us compared) - rev 1.1C.R. McLeod

U.S. Education vs. Other Nations: Evaluating school systems to improve education

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On April 6, 2014, Andreas Scheleicher shared this presentation as part of an event hosted by the Rodel Foundation of Delaware. "What Delaware Can Learn from the Rest of the World" brought together members of the Rodel Foundation of Delaware's International Advisory Group (IAG) to Wilmington, Delaware. Schleicher kicked off the event with this presentation, and Joanne Weiss facilitated a conversation with fellow IAG members Jim Dueck of Canada and Ben Jensen of Australia to respond to Schleicher and audience questions.

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Innovació educativa i avaluació: quin paper per a la tecnologia?

1. Quin paper per a la tecnologia? Innovació educativa i avaluació

2. Hi ha cap errada en aquesta imatge?

3. Preparen les escoles per a les competències que calen? Competències més demanades per les empreses al Regne Unit, 2016 Problem Solving Team-working Communications Critical Thinking Creativity Literacy Digital Literacy Leadership Foreign Language Emotional Intel. N/A 51% 33% 26% 21% 18% 15% 15% 14% 14% 7% 2% Source: The Economist, 2016

4. Source: The Economist, 2016 with data from the US Population survey and the Federal Reserve Bank of St. Louis Les escoles avaluen rutines Evolució dels nombre de llocs de treball als EUA (en M) per tipus primordial de competències, 1983-2014

5. Està suspès aquest exercici?

6. Però l’economia no ho és tot: ells són primer

8. La innovació és imprescindible cc: Hampton Roads Partnership - https://www.flickr.com/photos/39491352@N05

9. CANVI cc: Dave77459 - https://www.flickr.com/photos/25499247@N00

10. EN L'ORGANITZACIÓ PEDAGÒGICA cc: Our Hero - https://www.flickr.com/photos/11057422@N00

11. EN ELS PROCESSOS PEDAGÒGICS cc: Kris Kesiak - https://www.flickr.com/photos/36928267@N06

12. cc: pareeerica - https://www.flickr.com/photos/8078381@N03 EN LES TECNOLOGIES UTILITZADES

13. PRIMER REPTE cc: djwtwo - https://www.flickr.com/photos/40761412@N00

14. SEGON REPTE cc: hartp - https://www.flickr.com/photos/64139857@N00

15. CANVI QUE AFEGEIX VALOR cc: Celestine Chua - https://www.flickr.com/photos/69065182@N00

16. cc: Vectorportal - https://www.flickr.com/photos/33678919@N07 VALOR EN SATISFACCIÓ

17. VALOR REDUINT COSTOS cc: compscigrad - https://www.flickr.com/photos/48784629@N00

18. VALOR MILLORANT RESULTATS cc: Ken Whytock - https://www.flickr.com/photos/7815007@N07

19. TECNOLOGIA? cc: Mylla - https://www.flickr.com/photos/83969782@N00

20. Canvis de primer ordre

21. AustraliaAustria Belgium Chile Chinese Taipei Costa Rica Croatia Czech Republic Denmark Estonia Finland Germany Greece Hong Kong-China Hungary Ireland Israel Italy Japan Jordan Korea Latvia Liechtenstein Macao-China Mexico Netherlands New Zealand Norway OECD average Poland Portugal Russian Federation Serbia Shanghai-China Singapore Slovak Republic Slovenia Spain Sweden Switzerland Turkey Uruguay 380 420 460 500 540 580 620PISAscoreinMaths(2012) Australia Austria Belgium Chile Chinese Taipei Costa Rica Croatia Czech Republic Denmark EstoniaFinland Germany Greece Hong Kong-China Hungary Ireland Israel Italy Japan Jordan Korea Latvia Liechtenstein Macao-China Mexico Netherlands New Zealand Norway OECD average Poland Portugal Russian Federation Serbia Shanghai-China Singapore Slovak Republic Slovenia Spain Sweden Switzerland Turkey Uruguay 380 420 460 500 540 580 620 5 15 25 35 45 55 PISAscoresinMaths Daily minutes on ICT at school Source: OECD,2015

22. CANVIS DE SEGON ORDRE cc: Mylla - https://www.flickr.com/photos/83969782@N00

23. APRENENTATGE PERSONALITZAT

24. APRENENTATGE COOPERATIU

25. FEEDBACK IMMEDIAT

26. APRENENTATGE UBIC

27. CONEXIÓ AMB LA COMUNITAT

28. APRENENTATGE PER PROJECTES

29. LA DEMANDA MADURA VOL EVIDÈNCIES EIR: A MODELTIERED EVIDENCE GRANTPROGRAM 6 Early-Phase Mid-Phase Expansion Developsand tests innovative education practices Further develops innovative education practicesand regionally or nationally scalesthose practices Scalesnationally those practicesdemonstrated to be effective Applicantsmust include a logic model informed by research Applicantsmust meet “Moderate Evidence” standard Applicantsmust meet “Strong Evidence” standard Up to $4 million per award, up to 60 months (5 years) of funding Up to $8 million per award, up to 60 months (5 years) of funding Up to $15 million per award, up to 60 months (5 years) of funding 24-38 awards anticipated 15-20 awards anticipated 3-5 awardsanticipated EL PROGRAMA DE RECERCA I INNOVACIÓ EDUCATIVA DELS EUA (2017)INNOVATION AND RESEARCH (EIR) PFORPROSPECTIVEAPPLICANTS JANUARY 30, 2017 RNARD AUDITORIUM/ LBJ BUILDING WASHINGTON, DC

30. SEMPRE TORNEM AL PRINCIPI CAPACITATS DOCENTS

31.

32. vs. UNESCO, 2010

33. Molt agraït F.Pedro@UNESCO.org Ja disponible a: /francescpedro Més a: @FrancescPedroED /francesc.pedroED

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