CERI-KERIS expert meeting - oecd.org · CERI-KERIS expert meeting E S h l t (EUN) Anja Balanskat European Schoolnet Cheju National University, South Korea 16 October 2007 European

CERI-KERIS expert meeting

E S h l t (EUN)

Anja Balanskat European Schoolnet

Cheju National University, South Korea 16 October 2007

European Schoolnet (EUN)

Session 3: Comparative international evidence on the impact of digital technologies

on learning outcomes

The ICT Impact Report

A Review of Studies of ICT Impact on Schools in Europe


Cheju National University, South Korea 16 October 2007 2

p(EUN, December 2006)

Anja BalanskatRoger BlamireStella Kefala

Presentation Outline

1. Background of the study2. Underlying questions3. Studies in focus/ Scope of the review4. Approaches to impact



4. Approaches to impact5. Results6. Discussion of findings7. Recommendations

1. Background• EUN adviser to ICT cluster European Commission (DG Education and Culture)



• Support for Peer Learning Activities and Reporting

• September 2005- December 2006

Background

2. Knowledge building andExchange on ICT policies

and practice



EUN Activities

1. School networkingand services

3.Interoperability andcontent exchange

2. Underlying Questions

What evidence of the impact of ICT is available at national and European level?

What are the approaches and methods currently used in those studies?



What are the indicators used and areas of impact looked at?

How do we interprete the findings?

3. Studies under review

17 recent impact studies

• Large scale impact studies (eLearning Nordic, Impact 2)

• National evaluations of ICT initiatives• Inspection/ ICT monitor reports



• Large and small scale technology interventions• National research reviews• International and European comparisons (OECD,

Benchmarking survey)• European case studies

4. Approaches to Impact

• Impact 2 (Harrison, 2002, UK), elearning Nordic 2006 (Ramboll, 2006)

• End point of intervention• Impact and assessing impact is strongly related to

policy goals• Quantifying vs assessing impact



• Quantifying vs. assessing impact• Focus on:

“raising standards and educational attainment” or:

“learning among pupils”

Approaches to Impact

A) Quantitative evidence• Causal relationship between use of ICT

and gains in national tests via statistical



analysis

• BUT: Isolating the variable that caused impact is problematic in education

Approaches to Impact

B) Qualitative evidence“Assessing” impact viaquestionnaires and interviews with



qstudents, teachers,…

BUT: perceived impact vs. real impact

Learning outcomes (quantitative based statements)

1. ICT impacts positively on educational performance in primary schools, particularly in the native language, less on science and not in mathematics. (Machin, UK, 2006)

2 Use of ICT improves attainment levels of school

5. Impact on learners and learning



2. Use of 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)

3. There is a positive association between the length of time of ICT use and students’ performance in mathematics tests. (OECD, 2004)

Learning outcomes (enablers, conditions)

4. Schools with higher levels of e-maturity demonstrate a more rapid increase in performance scores than those with lower levels; (Underwood, 2006)

5 Schools with good ICT resources achieve better




5. Schools with good ICT resources achieve better results than those that are poorly equipped;

6. ICT investment impacts on educational standards most when there is fertile ground in schools for making efficient use of it; (Machin, 2006)

Learning outcomes (specific ICT use)

7. Broadband access in classrooms results in significant improvements in pupils’ performance in national tests at 16. (Underwood, 2005)

5.Impact on learners and learning



8. Introducing interactive whiteboards results in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), mathematics and science, improving more than that of pupils in schools without interactive whiteboards. (Higgins, 2005)

Learning outcomes (qualitative based statements)

9. Pupils, teachers and parents consider that ICT has a positive impact on pupils’ learning. (Ramboll, 2006, ITU, 2004, EUN, 2004)

10. Pupils’ subject-related performance and basic skills (calculation, reading and writing) improve with ICT di t t h




ICT, according to teachers. (Ramboll, 2006)

11. Teachers are becoming more and more convinced that the educational achievements of pupils improve through the use of ICT. (Kessel, 2005)

12. Academically strong students benefit more from ICT use, but ICT serves also weak students. (Ramboll 2006)

Wider benefits (qualitative based statements)

• Motivation and skills

- Students are more attentive and motivated- ICT has a positive effect on behaviour, communication and process skills- Interactive multimedia content is engaging




• Differentiation and independent learning- ICT allows for greater differentiation especially in primary schools- Pupils solve assignments at their own level- Pupils with special needs or difficulties gain in different ways from ICT- ICT use at school reduces the digital divide- Students assume greater responsibility for their own learning

• Teamwork- More collaboration between students when using ICT for project work

• Enthusiasm

• Efficiency and collaboration

• Specific ICT uses

5. Impact on teachers and teaching



• Specific ICT uses

• Pedagogical practice

• Teachers’ competence

Efficiency and collaboration (qualitative based statements)

• 90% of teachers in the EU use ICT to prepare their lesson

• Teachers use ICT to plan lessons more efficiently due to a more collaborative approach with




colleagues

• Exploitation of Information Management systems leads to more formalised planning (little evidence of use of VLE´s for pedagogical purposes)

Specific ICT use (qualitative based statements)

• Broadband is a major factor in increasing collaboration between teachers




• Interactive whiteboards make a difference to classroom interaction

Teachers´competence (qualitative based statements)

• Teachers’ basic ICT skills increased dramatically

• Limited impact on teachers’ pedagogical competence




competence

• Teacher- student relationship

Pedagogical Practice (qualitative based statements)

• ICT use to support existing pedagogies

• Highest impact with experienced users (project-oriented, collaborative and experimental way)




oriented, collaborative and experimental way)

• Best use: different modes of interaction, variety of roles, intended and actual use

• ICT underexploited for more actively engagement in the creation of knowledge

• Teacher

• School

5. Barriers to Impact



• System

• Concentrate resources on ICT for those subjects and sectors where results are proven?

• `Tipping point´ when benefits take off

6. Discussion of findings



• e- confident children in e- immature schools

• evidence mainly UK based and in English

• Transferablity of results- context dependency

• Are the results as good as they could be?

• Are researchers looking at the wrong outcomes?

• Are policy makers clear about what they expect the results of ICT investment to be?

6. Discussion of findings



• Evidence from other countries?

• Relation between national outcomes and national policies?

• Rethink the approach to impact

Stakeholders

Policy makers

Schools

European

7. Recommendations



European Commission

Development and Research

• Combine different research methods to increase the validity and the reliability of the body of evidence

• Consider context sensitive and process-oriented research methods

• Make national research into ICT impact accessible

7. Recommendations



• Encourage more trans-national research into ICT impact

• Rethink the approach to impact, evidence and its relation to decision making

• Create closer links between research and practice

http://insight.eun.orghttp://blog.eun.org/insightblog

Further information



[email protected]

Thank you.

Documents

CERI-KERIS expert meeting - oecd.org · CERI-KERIS expert meeting E S h l t (EUN) Anja Balanskat European Schoolnet Cheju National University, South Korea 16 October 2007 European