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What do we know about digital inclusion and education? What are the most effective policy responses? An international perspective.
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Digital Inclusion and Education
Francesc PedróTeacher Development and Education Policies
UNESCO
The economic imperative for digital inclusionEconomy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Levy and Murnane, 2008)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
Vague and elusive concept, linked to: Ideal user expected benefits of affordances Linked to other forms of exclusion
Includes: Access to equipment and connectivity Use Benefits:
– Digital skills– Improved learning outcomes
Qualifying Digital Inclusion
Measuring digital skills
Students’ digital skills and SES
Equal start SES effect ICT use.000
.500
1.000
1.500
2.000
2.500
3.000
No capital With capital
Excluded from the benefitsPI
SA c
ompe
tenc
e in
dex
PISA2006 science
The Pull imperative for education policy makers Empowering users:
From access to use From increased use to efficient use
Avoiding the Matthew effect
Education policies for digital inclusion
Digital inclusion and educational development
Supply-driven policies (access)
Demand-driven policies (efficient use)
Developing countries
Equipment, content, connectivity,
training,
Top-down policies
Example 1:1
Tomorrow?Developed capacities
Qualified demand
New opportunities: mobile learning
FutureAssessment,
autonomy
Bottom-up solutions
Textbooks
School platforms
Increased socio-economic development
Many thanks
Available at: /francescpedro
Follow us: @FrancescPedroED /francesc.pedroED
