Embed Size (px)
Citation preview
THE DIGITAL
TRANSFORMATION
OF EDUCATION
Dirk Van Damme
OECD/EDU/IMEP
WHY HAS EDUCATION NOT YET BENEFITTED FROM THE
PRODUCTIVITY AND EFFICIENCY GAINS THAT ICT HAVE PROVOKED IN
OTHER SYSTEMS?
2
Technology in education: a history of self-proclaimed
‘revolutions’, naïve expectations and many failures
4
5
Technology is changing:
• Skills demand
• Educational delivery
WITH REGARD TO HARDWARE AND CONNECTIVITY,
EDUCATION IS CATCHING UP
6
0
10
20
30
40
50
60
70
80
90
100
Japa
n
Ne
w Z
eala
nd
Port
ug
al
Ne
therl
and
s
Spain
Austr
alia
Belg
ium
Germ
any
Un
ite
d…
Sw
itzerl
and
Ita
ly
Pola
nd
Hu
nga
ry
Fra
nce
Irela
nd
Un
ite
d S
tate
s
Austr
ia
Ca
nad
a
Sw
ede
n
Kore
a
No
rwa
y
Fin
land
OE
CD
…
Slo
ven
ia
Lu
xe
mbo
urg
De
nm
ark
Icela
nd
Ch
ile
Czech…
Turk
ey
Gre
ece
Isra
el
Me
xic
o
Esto
nia
Slo
vak…
Adequate instructional materials (e.g. textbooks) Adequate computer software for instruction
Adequate Internet connectivity
New technologies and instructional resources are
increasingly present in schools
School principals reports on the adequacy of resources to support student learning in their schools
% of students
Source: PISA 2012 7
Number of computers at school per student (PISA 2015, school principal reports)
0.75
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
8
DOES MORE COMPUTERS AT SCHOOL MAKE A DIFFERENCE
IN LEARNING OUTCOMES?
9
More computers at school is negatively
related to evolution of math performance
10
Change in the science score per unit increase in the number of
computers per student after accounting for students' and
schools' socio-economic profile (PISA 2015)
-20
-15
-10
-5
0
5
10
Austr
ia
Isra
el
Me
xic
o
Esto
nia
Slo
vak R
epu
blic
Denm
ark
Pola
nd
Cze
ch R
ep
ub
lic
Fra
nce
Spa
in
Sw
itze
rla
nd
Germ
any
Icela
nd
Austr
alia
Fin
land
Chile
Hung
ary
Ja
pa
n
Luxe
mb
ou
rg
Tu
rkey
Ne
w Z
eala
nd
Belg
ium
Un
ited
Sta
tes
Slo
ven
ia
Port
ug
al
OE
CD
ave
rag
e
Sw
ede
n
Cana
da
Latv
ia
Un
ited
Kin
gd
om
No
rwa
y
Italy
Ire
land
Ne
the
rla
nds
11
Performance in reading, by index of computer use in
school
12
WHAT ARE THE BARRIERS?
13
Fig II.3.3Teachers' needs for professional development
0 10 20 30 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Slovak Republic AveragePercentage of lower secondary teachers indicating they have a high
level of need for professional development in the following areas
Barriers: teachers need high professional skills
TALIS 2013
14
15
Percentage of teachers with good ICT problem-
solving skills, compared with selected industries
41.738.99
100 80 60 40 20 0 20 40 60 80 100
PolandIreland
Slovak RepublicEstonia
KoreaUnited States
AustriaCzech Republic
AverageFlanders (Belgium)
JapanEngland/N. Ireland (UK)
GermanyCanada
AustraliaDenmark
NorwayNetherlands
FinlandSweden
Level 2
Level 3
Young adults (16-24 year-olds) All adults (16-65 year-olds)
16
Barriers: general low proficiency in problem
solving skills in technology-rich environments
%
17
‘Digital natives’: a misleading myth
Task-oriented browsing capabilities of 15
year-old students (PISA 2012 database)
18
Barriers: divergent profiles of students with
regard to Internet use
OECD (2012)
Data Italy, 2008
19
Percentage of individuals who judge their computer skills would
be sufficient if they were to apply for a new job within a year, 2013
0
10
20
30
40
50
60
70
80
90
%
All Individuals Individuals with high formal education Individuals with no or low formal education
Source: OECD computations based on Eurostat, Information Society Statistics, May 2014 20
SOME TENTATIVE CONCLUSIONS
21
• Education is a heavily personalised service, so productivity gains
through technology are limited, especially in the teaching & learning
process
• Impact of technology on educational delivery remains sub-optimal
– Over-estimation of digital skills among teachers AND students
– Naïve, hardware-focused policy and implementation strategies
– Resistance of teachers AND students
– Lack of understanding of pedagogy and instructional design
– Low quality of educational software and courseware
Some conclusions
22
• Investments and strategies should focus on:
– Teachers’ digital skills, pedagogical knowledge and higher-level instructional skills – teacher professional development
– Well-targeted usage of ICT in those parts of the teaching & learning process where they make a difference
– Development of specific and well-adjusted pedagogies• Experiential learning (e.g. remote and virtual labs, project-based and
enquiry-based pedagogies)
• Hands-on pedagogies (e.g. game development)
• Cooperative learning (e.g. local and global collaboration)
• Interactive and metacognitive pedagogies (e.g. real-time assessment)
Some conclusions
23
• Some new developments seem to be promising:
– Highly interactive, non-linear courseware, based on state-
of-the-art instructional design
– Sophisticated software for experimentation, simulation
– Social media to support learning communities and
communities of practice among teachers
– Use of gaming in instruction
Some conclusions
24
• Need for a platform to connect
education sector with education
industry to discuss educational
innovation and transformation:
Global Education Industry
Summit
– Helsinki 2015
– Jerusalem 2016
– Luxembourg 2017
– Tallinn 2018
Some conclusions
25
