Technology use in secondary mathematics education - A comparative perspective with international largescale assessment data
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Talk I did on 16 December 2020 for the 25th Asian Technology Conference in Mathematics (online)
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Technology use in secondary mathematics education - A comparative perspective with international largescale assessment data
- 1. TECHNOLOGY USE IN SECONDARY MATHEMATICS EDUCATION Dr Christian Bokhove C.Bokhove@soton.ac.uk University of Southampton United Kingdom A comparative perspective with international large-scale assessment data
- 2. This presentation • What technology seems to work and what not? • International Largescale Assessments (ILSAs) and their influence: what do they say about technology use? – an overview including TIMSS 2019 and PISA. • A vision aligning the two strands: digital books. • Conclusion
- 4. Technology use: mixed results • OECD report • Ma overview http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and- learning_9789264239555-en#.V8wy2jV5-aU
- 6. From a student perspective…. “experimental evidence suggests that giving a child a computer may have limited impacts on learning outcomes, but generally improves computer proficiency and other cognitive outcomes.”- this I slightly more beneficial for post-secondary.
- 7. “From our review, computer-assisted learning and behavioral interventions emerge as two areas that show considerable promise. Especially when equipped with a feature of personalization, computer-assisted learning can be quite effective in helping students learn, particularly with math.” For example: “a fairly low-intensity online program that provides students with immediate feedback on math homework was found to have an effect size of 0.18 standard deviations”
- 8. …or a teacher perspective? “students taking online-only courses may experience negative learning outcomes” “blended learning are generally on-par with those of fully in-person courses
- 9. Conclusion • There are many examples of technology not working • We therefore must look at the boundary conditions under which it does work • Best chances are in • Systems that help with learning and practice at home • Teacher tools for presentation So, what evidence is there for technology skills and technology use for students and teachers at an international comparative level?
- 10. THE INFLUENCE OF ILSA
- 11. But internationally two main ‘players’ • “The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large- scale comparative studies of educational achievement and other aspects of education.” (e.g. TIMSS, PIRLS) • “The mission of the Organisation for Economic Co- operation and Development (OECD) is to promote policies that will improve the economic and social well- being of people around the world.” (e.g. PISA, TALIS) • Of course also smaller projects, lots of involvement of academics.
- 12. ILSA about technology use…. • Vast country differences in ICT literacy (ICILS, PIAAC) • Age differences (PIAAC) • Significant gender differences (ICILS), small gender differences (PIAAC) • SES influence (ICILS), Education level influence (PIAAC) • Technology availability (ICILS). According to TALIS this has improved, though. • Professional development and training (TALIS) • Teacher networks (TALIS)
- 13. Programme for International Student Assessment (PISA) • OECD funded • 15 year olds • 2000: Literacy, 2003: Mathematics, 2006: Literacy, 2009: Science, 2012: Mathematics, 2015: science, 2018: reading • More countries than TIMSS • http://www.oecd.org/pisa/
- 14. PISA – 15 year olds - maths PISA 2018 focussed on reading, so no specific maths and technology focus. But: “The future is about personalising educational experiences: building instruction out of students’ passions and capabilities, helping students with individualised learning and assessment in ways that foster their engagement and talents.” Although sensible critiques of this exist, it is notable how much this corresponds with for example Escueta et al. (2017) https://www.oecd.org/pisa/publications/pisa-2018-results.htm
- 15. PISA 2015 – Use of ICT at school • Scale in PISA 2015 • Use of ICT at school • Variation in use Association with maths achievement in most countries negative
- 16. ILSA about technology use…. • Vast country differences in ICT literacy (ICILS, PIAAC) • Age differences (PIAAC) • Significant gender differences (ICILS), small gender differences (PIAAC) • SES influence (ICILS), Education level influence (PIAAC) • Technology availability (ICILS). According to TALIS this has improved, though. • Professional development and training (TALIS) • Teacher networks (TALIS) • Technology and personalisation (PISA) • Need to seek out + experiences because overall – (PISA)
- 17. Trends in Mathematics and Science Study • IEA funded • Maths and Science grade 4 and 8 • 30+ countries • First TIMSS in 95, replicated three times, most recently 2015 • Political interest in results • http://timss.bc.edu/ • http://timss2015.org/
- 18. TIMSS2019–TeacherReports http://timss2019.org/reports/classroom-contexts/#classroom-technology-in
- 19. Grade 4 - maths Differences in usage, but not so much in achievement
- 20. Grade 8 - maths For example Australia some difference, but note Hong Kong SAR and Japan. Some usage seems beneficial.
- 21. Grade 4 - maths Some countries despite low usage good access, so it also is a cultural or curriculum thing. For other SES as well?
- 22. Grade 8 - maths Some countries despite low usage good access, so it also is a cultural or curriculum thing. But also note differences between grade 4 and 8 for some countries.
- 23. Grade 4 - maths Country differences on testing, e.g. here France, Japan and Malta.
- 24. Grade 4 - maths Country differences on testing, e.g. Japan and New Zealand.
- 25. ILSA about technology use…. • Vast country differences in ICT literacy (ICILS, PIAAC) • Age differences (PIAAC) • Significant gender differences (ICILS), small gender differences (PIAAC) • SES influence (ICILS), Education level influence (PIAAC) • Technology availability (ICILS). According to TALIS this has improved, though. • Professional development and training (TALIS) • Teacher networks (TALIS) • Technology and personalisation (PISA) • Need to seek out + experiences because overall – (PISA) • Vast country differences computer use for maths: functions, teacher or student, culture (TIMSS). Is it just a tool?
- 26. A VISION ALIGNING THE TWO STRANDS: DIGITAL BOOKS
- 27. Is this a useful framework? Kimmons,R.,Graham,C.R.,&West,R.E.(2020).ThePICRATmodel fortechnologyintegrationinteacherpreparation.ContemporaryIssuesin TechnologyandTeacherEducation,20(1),176-198.
- 28. • Technology needs to be widely available • Resources therefore also need to be readily accessible at home • But the teacher can’t be ‘at home’ • Technology can help here: personalisation and feedback • This needs to be integrated into the curriculum: textbooks • Digital textbooks • Maintained by networks of teachers
- 29. Digital textbooks • Digital textbook: theory, examples, explanations • It starts with well-sequenced, high quality instructional content! • Interactive content (in widgets) • Interactive quizzes (formative assessment, feedback, practice) • Integrated workbook • But also affordable print-on-demand print versions
- 30. This is just one example from an EU project on digital mathematics books This is just one example from an EU project from some years ago
- 31. More than sum of the parts • Widgets • Interaction (feedback) • Interoperability • Storing results • Standards • Authorability
- 32. Feature What would not be possible without this feature? Widgets If there was a limited range of widgets teachers/authors could not decide on the best pedagogical approach. Interaction Digital books would be a ‘one way street’ where content was just presented. Interaction allows student engagement. Feedback can be used for formative purposes Interoperability Different widgets could not ‘talk’ to each other. Multiple representations would be possible but not in an integrated manner. Storing results Students would need to store results themselves via files or make screenshots. Teachers would need to organise student work themselves. Standards Digital books could only be presented in the way a tool would prescribe. By using standards books work in every browser on every platform. Authorability Teachers would only be able to use ready made content.
- 33. CONCLUSION
- 34. Conclusions • We need to get a better grip on ‘what works’ – too much variability to generalise. “It’s just a tool”. • There are vast differences in technology use in countries. • The reasons for this are also clear, but it seems that important dimensions in classrooms are: function, teacher/student, culture. • But resources and SES also play a big role, even more now in the Covid-19 context. • One vision where we might be able to combine ‘what works’ with technology that ‘works for all’ might be digital books with easy print-on-demand.
- 35. Thank you - Questions • C.Bokhove@soton.ac.uk • University of Southampton • Twitter: @cbokhove • Website: www.bokhove.net
Editor's Notes
- In the past decades technology has been used in mathematics education in a variety of ways, ranging from LOGO in the early days of the computer, to Computer Algebra Systems and now, among other applications, for dynamic geometry and online applications. Not all applications of technology are successful, though. Recent meta-studies have shown that especially intelligent tutoring systems or simulations such as dynamic mathematical tools were significantly more beneficial than other uses. In many cases, the effectiveness increased if digital tools were used in addition to other instruction methods and not as a substitute. These two developments provide a compelling challenge to classroom resource; on the one hand, there are the existing classroom resources like textbooks, and on the other hand there is technology that can augment and improve these existing instruction methods. Both could be combined in digital mathematics books, but for this to happen, several stars must align, not in the least the general technology uptake for secondary mathematics education in a country. In this paper, using data from TIMSS 2015 and PISA 2018, I first will give an international comparative overview of technology and resource use in secondary mathematics education. I will show that technology uptake in countries vastly differs for students and teachers. For example, in Australia more than half of students are asked by their teachers to use computers at least monthly for exploring mathematics principles and concepts. In Japan this is only 3%. I will give an overview for more countries and will also include an analogue analysis on internet use. I will explore whether different use is associated with differing achievement levels. The results show vast differences between countries, with some countries integrating numerous technology resources in their secondary mathematics education, and others showing limited technology use. Possible explanations are discussed. I then relate these findings to existing research on the most effective uses of technology in secondary mathematics education, and sketch scenarios for adequate and useful technology uptake. I present several case examples of effective technology use as well. I conclude by integrating the two lines of inquiry. Firstly, we need to focus on the most effective uses of technology for secondary mathematics education. Secondly, for each country, we must explore more fully what stands in the way of successful uptake of these successful methods. In some final thoughts, I sketch a vision where digital mathematics books could combine and harness many of the affordances of technology use in secondary mathematics education worldwide.