What means “invisible”

http://dictionary.cambridge.org/dictionary/british/invisible

a) Public Policy EU Agenda- Lisbon Strategy- Digital Agenda 2020b) Evidence based policy.- Previous research- Impact of ICT in learningc) Evidence Based Data for Policyd) Second Digital Dividee) Where is the invisibility? Cristóbal Cobo,

Oxford Internet InstitueNovember 2010

The Public Policies

Europe since the LisbonEuropean Council of 2000.

The European Framework for Key Competences for Lifelong Learning identifies key competences necessary for an active citizenship, social inclusion and employability in a knowledge society:

1. communication in the mother tongue; 2. communication in foreign languages; 3. mathematical competence and basic competences in science and technology; 4. digital competence; 5. learning to learn; 6. social and civic competences; 7. sense of initiative and entrepreneurship; 8. cultural awareness and expression.

The Commission will continue to promote the development and exchange of good practices on media literacy in the digital environment through existing programmes and initiatives... (EU Commision, 2007 +)

Council of the European Union, Brussels, Official Journal of the European Union (May 2009) Education and training 2020.

A first challenge is to promote the acquisition by all citizens of transversal key competencessuch as digital competence, learning to learn, a sense of initiative and entrepreneurship,

Evidence Based Data for Policy

Former chair of Becta’s Board,

“Technology is like a golden thread that runs through the college. It impacts on everything we do, from teaching and learning...”

Primary schools, computer ratio is 7:1. Secondary: 3:1. Harnessing Technology Schools Survey: 2010 +Harnessing Technology schools survey 2007 +

“Nearly all primary and secondary schools reported having access to desktop computers, laptops and interactive whiteboards”.

Access

[ access/use of ICT self-learning & informal acquisition e-skills ]

Source: “Digital Literacy European Commission Working Paper and Recommendations

from Digital Literacy High-Level Expert Group” (+). [Ministerial e-Inclusion Conference, 2008].

Korte & Hüsing (2006) Benchmarking Access and Use of ICT in European Schools

Source: Eurostat Survey on ICT usage in household and by individuals

Ways of acquiring computer and Internet skillsICT availability and use in class:

"Half Empty or Half Full?"

“The results show no evidence that Internet investment had any measurable effect on student achievement”

Goolsbee, A. & Guryan, J. (2005) The Impact of Internet Subsidies in Public Schools. U.of Chicago

“Increasing levels of computers access does not bring about more learning experiences”.

International Association for the Evaluation of Educational Achievement (2006). IEA SITES

“There is no consistent relationship between the mere availability or use of ICT and student learning”.

The World Bank (2005) Monitoring & Evaluation of ICT in Education Projects.

“Computers in classroom have been oversoldby promotors and policymakers and underused by teachers and students”.

Cuban, L. (2001) Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.

“Connecting schools to the Internet, providing courseware and access to digital resources, and training teachers have not brought about the pedagogical innovations”

Rosado and Bélisle (2006). Analysing Digital Literacy Frameworks. A EU Framework for Digital Literacy.

“Use of ICT in education and training has been a priority in most European countries over the past decade, but progress has been patchy”.

European Commission (2008). The Education and Training Contribution to the Lisbon Strategy.

The use of ICT to support innovation and lifelong learning for all - A report on progress. Commission Staff Working Document (10.2008)

The impact of ICT on education and training has not yet been as great as had been expected despite wide political and social endorsement. In particular, the transformation of business and public services through ICT has not yet reached teaching and learning processes...

OECD (2006). Are Students Ready for a Technology-Rich World?: What PISA Studies Tell Us. Paris: OECD.

1. Governments have pursued policies to increase equity of access to computers at school, while the proportion of homes with computers has also grown.

2. The PISA evidence confirms previous studies showing the particularly strong association of performance with home access and usage.

3. “The more clear-cut effect appears with home use: in every country, students reporting rare or no use of computers at home score much lower than their counterparts”.

4. “[T]he key issue raised here is the comparatively low performance among those without home computers.”

5. Only a minority of students reported frequent use of specific educational software....

Programme for International Student Assessment (PISA): 90% World Econ. 60 countries, 5~50K students per country.

OECD (2008). New Millennium Learners. Initial findings on the effects of digital technologies on school-age learners. OECD/CERI.

1. In the school sector, the rhythm of investments in technology, intended to facilitate its adoption, has generally been impressive in OECD countries.

2. “The impact of computer availability at home upon academic attainment is clearly higher, in most countries”.

3. “A second digital divide emerges: it is no longer about access, but about differences in use”.

4. “Despite thousands of studies about the impact of technology use on student attainment [...] there is no conclusive evidence about the benefits of technology in school performance”.

1. Perhaps, as the PISA 2006 data partially show, one of the limitations ofmany educational ICT policies is that most countries have notdeveloped holistic policies for educational use of ICT.

2. There is evidence of a second “digital divide” emerging [...] betweenthose students who have the skills to benefit from computer use andthose who don’t. Although the data do not prove a causal connectionbetween familiarity with computers and performance, they show thatbetter-performing students are more familiar with computers.

3. Frequency of computer use at home makes more of a difference inperformance on the PISA tests than frequency of computer use atschool.

4. In the particular case of school use more computer use does not meanhaving better results in subject-based standardized tests such as PISA2006.

OECD (2010) Educational Research and Innovation: Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006.

a. The use of ICT to support innovation and lifelong learning for all - A report on progress. Commission Staff Working Document (10.2008).b. Francesc Pedró. Is technology use related to educational performance? Evidence from PISA

OECD Centre for Educational Research and Innovation (CERI)

non-evident aspects

1. One of ICT's main strengths is its capacity to support informal learning. Self-learning and informal peer-learning are by far the two most important mechanisms for obtaining skills and competences (EU, 2008 a).

2. Students using computers at home are likely to be more interested in ICT, have more scope for experimental and self-learning, and can search and discover the resources that are best suited to their needs (OECD, 2010).

3. ICT familiarity matters for educational performance: higher performers have a lengthier experience of computer use, also when accounted for ESCS differences (OECD, 2010 b).

The use of the Internet for informal learning increased significantly. In 2009, 91% checked a fact online (82% in 2007), 90% investigatedtopics of personal interest (78% in 2007) and 71% looked for thedefinition of a word (56% in 2007).

Students were the mostfrequent producers of online content. Most students worked ontheir social networking siteson a weekly basis.

Data from the 2009 surveys: download the OxIS 2009 Report (PDF). http://microsites.oii.ox.ac.uk/oxis/

Second Digital Divide

A second digital divide separates those with competences and skills to benefit from computer use from those who do not. This competenciesare closely linked to students’ economic, cultural and social capital (2010).

Hard (academic-professionals) &

Soft ‘tacit’ skills (people or social skills)

Project management

Read / WriteDeal with

Complexity

Informatics DriveSelf

Confident

Critical

thinkingcollaboration

Leadership Teamwork

Fulfill

Protocols...

Time

Management

Foreign

language

Distance

WorkResponsible

Decision-

makingInnovative

Creative Communicative

Business

SkillsWork

interdisciplinary

Apply

Knowledge

Achieve

Standards

Deal with

UncertaintyPersuasive

InfluencingProblem

Solving

CooperativeAdaptable

http://www.tuning.unideusto.org

Where is the invisibility?

as part of their everyday lives

"Half Empty or Half Full?"

1. Invisible limits of the time/space of learning

2. Unknown type of use of the computer at home (“peer learning”)

3. Invisible e-competencies4. Invisible strategies to transfer tacit

knowledge/skills.5. Unclear influence of the environment in

the use of the ICT

“The stronger a person’s educational background the more likely they are to feel confident in their ICT skills and use the Internet for learning activities, specifically fact checking and training and learning”.

Helsper, Ellen Johanna and Eynon, Rebecca (2009) 'Digital natives: where is the evidence?', British Educational Research Journal, 36:3, 503 - 520, First published on: 17 June 2009 (iFirst)

“New millennium learners may be digital nativesbut are not by definition effective learners” (Lifelong Learning Programme 2011+)

Policy implications:

1. To raise awareness among educators, parents and policy makers of the consequences of increasing ICT familiarity.

2. To identify and foster the development of 21st century skills and competences.

3. To address the second digital divide.

4. To adopt holistic approaches to ICT in education.

“lifelong learning should be regarded as a fundamental principle underpinning the entire framework, which is designed to cover learning in all contexts — whether formal, non-formal or informal — and at all levels”.

Council of the European Union, Brussels, Official Journal of the European Union (May 2009) Education and training 2020.

• ICT by itself can not be consider (anymore) a driving force in education.

• The results show the need for more micro-studies.

• This call for stronger links between school-works and what students do at home.

In-conclusions

1. The vast majority of employees are already expected to have ICT skills of some kind, ranging from basic ICT skills and ability to use technology based devices, such as handheld devices for meter readings or stock-taking, to advanced ICT and e-business skills.

2. The demand for basic ICT skills is decreasing over the period is only because employers will increasingly expect the workforce to have more advanced ICT skills instead.

Kolding; Robinson y Ahorlu. (2009). Post Crisis: e-Skills Are Needed to Drive Europe's Innovation Society(commissioned by Microsoft). IDC.

http://www.microsoft.eu/LinkClick.aspx?fileticket=bQQeH2nAaF8%3D&tabid=60