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Reimaging education – realising potential
ISTP 2024
The digital education transition is accelerating
PISA participants
Around 690,000 15-year-old students in
81 countries and economies took PISA 2022
PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan
Reconfiguring
spaces, people,
time,
technology,
relationships
10
Virtual reality
embeds learners 3D
11
Augmented reality superempowers
the real world
Source: Raca, Kidzinski and Dillenbourg, 2015
Input
(sensors)
Output
(dashboard)
Classroom analytics:
make visible what’s invisble
Time spent at school in regular lessons and on digital devices (PISA 2022)
Time spent per day by students (in hours)
Figure II.5.15
0
1
2
3
4
5
6
7
Ireland*
Paraguay
Japan
Brunei
Darussalam
Peru
Malta
France
Slovenia
United
Kingdom*
Germany
Serbia
Saudi
Arabia
Spain
Montenegro
Dominican
Republic
Greece
Cambodia
Jordan
Switzerland
Panama*
Belgium
Georgia
Qatar
Palestinian
Authority
Morocco
Türkiye
Jamaica*
Brazil
Mexico
El
Salvador
Austria
Portugal
Costa
Rica
Chile
Malaysia
Kosovo
Moldova
Uruguay
Hong
Kong
(China)*
Israel
Viet
Nam
Kazakhstan
Colombia
Albania
Argentina
OECD
average
Canada*
North
Macedonia
Czech
Republic
Guatemala
Uzbekistan
Netherlands*
Croatia
Singapore
Macao
(China)
Korea
Estonia
Poland
Chinese
Taipei
Indonesia
Mongolia
Hungary
Baku
(Azerbaijan)
Iceland
Slovak
Republic
Lithuania
Philippines
Latvia*
Romania
United
Arab
Emirates
New
Zealand*
Australia*
Norway
Finland
Sweden
Thailand
Italy
Bulgaria
Denmark*
Ukrainian
regions
(18
of
27)
Hours
Devices / learning at school
Devices / leisure at school
Regular school hours
Time spent on digital devices at school and mathematics performance
Based on students' reports; OECD average
Figure II.5.14
420
430
440
450
460
470
480
490
500
None Up to 1 hour More than 1 hour and
up to 2 hours
More than 2 hours
and up to 3 hours
More than 3 hours
and up to 5 hours
More than 5 hours
and up to 7 hours
More than 7 hours
Mean
score
in
mathematics
Time spent on digital devices at school per day
Technology used for learning in school
Technology used for leisure at school
Distraction from digital devices in mathematics lessons
Percentage of students who reported that the following happens in every or in most of their mathematics lessons
Figure II.3.4
0
10
20
30
40
50
60
Argentina
Uruguay
Chile
Bulgaria
New
Zealand*
Brazil
Canada*
Latvia*
Philippines
Finland
Australia*
Morocco
Greece
Italy
Sweden
Montenegro
Romania
Poland
Costa
Rica
Serbia
Portugal
Netherlands*
Mongolia
Spain
Moldova
Baku
(Azerbaijan)
Iceland
Paraguay
Denmark*
Norway
Israel
Dominican
Republic
Czech
Republic
OECD
average
Colombia
France
Kosovo
Jamaica*
United
States*
Georgia
North
Macedonia
Belgium
Hungary
Estonia
Germany
Jordan
Singapore
Panama*
Thailand
Slovak
Republic
Palestinian
Authority
Lithuania
Mexico
Albania
Indonesia
United
Arab
Emirates
Ukrainian
regions
(18
of…
El
Salvador
Türkiye
Austria
Slovenia
Kazakhstan
Switzerland
Croatia
Qatar
Peru
Malaysia
Ireland*
Uzbekistan
Saudi
Arabia
Cambodia
United
Kingdom*
Malta
Hong
Kong
(China)*
Chinese
Taipei
Viet
Nam
Guatemala
Macao
(China)
Brunei
Darussalam
Korea
Japan
% Students get distracted by using digital devices Students get distracted by other students who are using digital devices
School policies for the use of digital devices
Frequency of use of digital devices
in mathematics lessons
Digital devices, distraction and school policies
Change in the likelihood of students becoming distracted by using digital devices in mathematics lessons when students reported that
they use their smartphone at school and school principals reported the school's policy on smartphone use; OECD average
Figure II.5.9
0.70
0.80
0.90
1.00
1.10
1.20
1.30
1.40
1.50
In less than half of
the lessons
In about half of the
lessons
In more than half of
the lessons
In every or almost
every lesson
The school has
written statement
about the general
use of digital
devices on school
premises
The use of cell
phones is not
allowed on school
premises
Teachers establish
rules for when
students may use
digital devices
during lessons
Teachers establish
rules in
collaboration with
students about
their use of digital
resources at school
or in class
The school has a
specific programme
to prepare students
for responsible
Internet behaviour
Teachers have the
necessary technical
and pedagogical
skills to integrate
digital devices in
instruction
Odds ratio
Feeling nervous/anxious when digital devices are not near
Based on students' reports
Figure II.5.16
0
10
20
30
40
50
60
70
80
90
100
Costa
Rica
Netherlands*
Colombia
El
Salvador
Peru
Panama*
Slovenia
Portugal
Mexico
France
Ireland*
Spain
Dominican
Republic
Hungary
Kosovo
Uruguay
Japan
Belgium
Switzerland
Argentina
New
Zealand*
Montenegro
Croatia
Albania
North
Macedonia
Iceland
Estonia
Mongolia
Italy
Morocco
Kazakhstan
United
Kingdom*
OECD
average
Australia*
Serbia
Czech
Republic
Norway
Denmark*
Sweden
Chinese
Taipei
Chile
Germany
Canada*
Lithuania
Uzbekistan
Moldova
Korea
Bulgaria
Finland
Saudi
Arabia
Austria
Singapore
Brazil
Georgia
Palestinian
Authority
Romania
Ukrainian
regions
(18
of
27)
Qatar
Slovak
Republic
Jamaica*
Latvia*
Poland
Jordan
United
Arab
Emirates
Indonesia
Israel
Baku
(Azerbaijan)
Greece
Philippines
Hong
Kong
(China)*
Malta
Thailand
Brunei
Darussalam
Macao
(China)
Malaysia
Türkiye
Never or almost never Less than half of the time About half of the time or more than half of the time All or almost all of the time Not applicable
%
Outcomes of feeling nervous/anxious when digital devices are not near
Based on students' reports; OECD average
Figure II.5.17
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
0
Mathematics performance
Score-point
difference
-1.0
-0.9
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0.0
Life satisfaction Emotional control Stress resistance
Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile
Index-point
difference
 Personalising learning and education
 Fostering inclusion and equity
 Enhancing the quality of teaching
 Improving efficiency
 Enhancing research and innovation
 Making education more relevant to
modern times (e.g. generative AI apps)
Seizing the opportunities of AI and digital technology in education…
 Digital divides: provide equal access
 Performance of digital tools: assess the stakes and involve humans
 New or amplified biases: ensure not only advantaged students reap the benefits
 Inefficiencies of a digital ecosystem: provide what’s useful more than just what’s possible
 Privacy and data protection: cover new possibilities, address new challenges
 Ethics of AI: promote adaptive regulation
 Social acceptance: communicate benefits while questioning naïve endorsement
… while mitigating risks and addressing challenges with guardrails
Opportunities, guidelines and guardrails
Strong knowledge base about countries’ practices
and policies
Digital literacy and the format of reading books
Fig 4.13
System-level analysis (PISA)
R² = 0.15
R² = 0.21
370
390
410
430
450
470
490
510
530
550
0 5 10 15 20 25 30 35 40 45 50
Reading
performance
Percentage of students who reported that the following statements best describes how they read books
Read books more often in
paper format
Read books more often
on digital devices
Digital literacy, by the length of text read for school
Fig 6.6
350
400
450
500
550
10 pages or less Between 11 and 100 pages 101 pages or more
PISA reading
score
OECD average
Reading longer pieces of text for school is
associated with students’ reading skills
PISA main reports PISA Country notes
Find out more about our work at www.oecd.org/pisa
Email: Andreas.Schleicher@OECD.org
X : SchleicherEDU
WeChat : AndreasSchleicher
Take the test: bit.ly/PISA-Test
PISA FAQs: www.oecd.org/pisa/pisafaq
PISA Data Explorer: www.oecd.org/pisa/data

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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx

  • 1. Reimaging education – realising potential ISTP 2024
  • 2. The digital education transition is accelerating
  • 3. PISA participants Around 690,000 15-year-old students in 81 countries and economies took PISA 2022 PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 12. Source: Raca, Kidzinski and Dillenbourg, 2015 Input (sensors) Output (dashboard) Classroom analytics: make visible what’s invisble
  • 13. Time spent at school in regular lessons and on digital devices (PISA 2022) Time spent per day by students (in hours) Figure II.5.15 0 1 2 3 4 5 6 7 Ireland* Paraguay Japan Brunei Darussalam Peru Malta France Slovenia United Kingdom* Germany Serbia Saudi Arabia Spain Montenegro Dominican Republic Greece Cambodia Jordan Switzerland Panama* Belgium Georgia Qatar Palestinian Authority Morocco Türkiye Jamaica* Brazil Mexico El Salvador Austria Portugal Costa Rica Chile Malaysia Kosovo Moldova Uruguay Hong Kong (China)* Israel Viet Nam Kazakhstan Colombia Albania Argentina OECD average Canada* North Macedonia Czech Republic Guatemala Uzbekistan Netherlands* Croatia Singapore Macao (China) Korea Estonia Poland Chinese Taipei Indonesia Mongolia Hungary Baku (Azerbaijan) Iceland Slovak Republic Lithuania Philippines Latvia* Romania United Arab Emirates New Zealand* Australia* Norway Finland Sweden Thailand Italy Bulgaria Denmark* Ukrainian regions (18 of 27) Hours Devices / learning at school Devices / leisure at school Regular school hours
  • 14. Time spent on digital devices at school and mathematics performance Based on students' reports; OECD average Figure II.5.14 420 430 440 450 460 470 480 490 500 None Up to 1 hour More than 1 hour and up to 2 hours More than 2 hours and up to 3 hours More than 3 hours and up to 5 hours More than 5 hours and up to 7 hours More than 7 hours Mean score in mathematics Time spent on digital devices at school per day Technology used for learning in school Technology used for leisure at school
  • 15. Distraction from digital devices in mathematics lessons Percentage of students who reported that the following happens in every or in most of their mathematics lessons Figure II.3.4 0 10 20 30 40 50 60 Argentina Uruguay Chile Bulgaria New Zealand* Brazil Canada* Latvia* Philippines Finland Australia* Morocco Greece Italy Sweden Montenegro Romania Poland Costa Rica Serbia Portugal Netherlands* Mongolia Spain Moldova Baku (Azerbaijan) Iceland Paraguay Denmark* Norway Israel Dominican Republic Czech Republic OECD average Colombia France Kosovo Jamaica* United States* Georgia North Macedonia Belgium Hungary Estonia Germany Jordan Singapore Panama* Thailand Slovak Republic Palestinian Authority Lithuania Mexico Albania Indonesia United Arab Emirates Ukrainian regions (18 of… El Salvador Türkiye Austria Slovenia Kazakhstan Switzerland Croatia Qatar Peru Malaysia Ireland* Uzbekistan Saudi Arabia Cambodia United Kingdom* Malta Hong Kong (China)* Chinese Taipei Viet Nam Guatemala Macao (China) Brunei Darussalam Korea Japan % Students get distracted by using digital devices Students get distracted by other students who are using digital devices
  • 16. School policies for the use of digital devices Frequency of use of digital devices in mathematics lessons Digital devices, distraction and school policies Change in the likelihood of students becoming distracted by using digital devices in mathematics lessons when students reported that they use their smartphone at school and school principals reported the school's policy on smartphone use; OECD average Figure II.5.9 0.70 0.80 0.90 1.00 1.10 1.20 1.30 1.40 1.50 In less than half of the lessons In about half of the lessons In more than half of the lessons In every or almost every lesson The school has written statement about the general use of digital devices on school premises The use of cell phones is not allowed on school premises Teachers establish rules for when students may use digital devices during lessons Teachers establish rules in collaboration with students about their use of digital resources at school or in class The school has a specific programme to prepare students for responsible Internet behaviour Teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction Odds ratio
  • 17. Feeling nervous/anxious when digital devices are not near Based on students' reports Figure II.5.16 0 10 20 30 40 50 60 70 80 90 100 Costa Rica Netherlands* Colombia El Salvador Peru Panama* Slovenia Portugal Mexico France Ireland* Spain Dominican Republic Hungary Kosovo Uruguay Japan Belgium Switzerland Argentina New Zealand* Montenegro Croatia Albania North Macedonia Iceland Estonia Mongolia Italy Morocco Kazakhstan United Kingdom* OECD average Australia* Serbia Czech Republic Norway Denmark* Sweden Chinese Taipei Chile Germany Canada* Lithuania Uzbekistan Moldova Korea Bulgaria Finland Saudi Arabia Austria Singapore Brazil Georgia Palestinian Authority Romania Ukrainian regions (18 of 27) Qatar Slovak Republic Jamaica* Latvia* Poland Jordan United Arab Emirates Indonesia Israel Baku (Azerbaijan) Greece Philippines Hong Kong (China)* Malta Thailand Brunei Darussalam Macao (China) Malaysia Türkiye Never or almost never Less than half of the time About half of the time or more than half of the time All or almost all of the time Not applicable %
  • 18. Outcomes of feeling nervous/anxious when digital devices are not near Based on students' reports; OECD average Figure II.5.17 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 Mathematics performance Score-point difference -1.0 -0.9 -0.8 -0.7 -0.6 -0.5 -0.4 -0.3 -0.2 -0.1 0.0 Life satisfaction Emotional control Stress resistance Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile Index-point difference
  • 19.  Personalising learning and education  Fostering inclusion and equity  Enhancing the quality of teaching  Improving efficiency  Enhancing research and innovation  Making education more relevant to modern times (e.g. generative AI apps) Seizing the opportunities of AI and digital technology in education…
  • 20.  Digital divides: provide equal access  Performance of digital tools: assess the stakes and involve humans  New or amplified biases: ensure not only advantaged students reap the benefits  Inefficiencies of a digital ecosystem: provide what’s useful more than just what’s possible  Privacy and data protection: cover new possibilities, address new challenges  Ethics of AI: promote adaptive regulation  Social acceptance: communicate benefits while questioning naïve endorsement … while mitigating risks and addressing challenges with guardrails
  • 21. Opportunities, guidelines and guardrails Strong knowledge base about countries’ practices and policies
  • 22. Digital literacy and the format of reading books Fig 4.13 System-level analysis (PISA) R² = 0.15 R² = 0.21 370 390 410 430 450 470 490 510 530 550 0 5 10 15 20 25 30 35 40 45 50 Reading performance Percentage of students who reported that the following statements best describes how they read books Read books more often in paper format Read books more often on digital devices
  • 23. Digital literacy, by the length of text read for school Fig 6.6 350 400 450 500 550 10 pages or less Between 11 and 100 pages 101 pages or more PISA reading score OECD average Reading longer pieces of text for school is associated with students’ reading skills
  • 24. PISA main reports PISA Country notes Find out more about our work at www.oecd.org/pisa Email: Andreas.Schleicher@OECD.org X : SchleicherEDU WeChat : AndreasSchleicher Take the test: bit.ly/PISA-Test PISA FAQs: www.oecd.org/pisa/pisafaq PISA Data Explorer: www.oecd.org/pisa/data