The New Millennium Learners Francesc Pedr贸
Models of ICT integration in Education Madrid, March 16, 2010
Basic questions 1. What do we know? 2. Are NML a case for education? 3. What are the implications?
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Percentage of students frequently using a computer: At home
At school
Netherlands Japan 100 Iceland Turkey Norway
15 year-olds are attached to technology Chile Greece
Sweden
80
Denmark
60
Ireland
Canada
40 20
Slovak Republic
Australia
0
Poland
Finland
Hungary
Korea
Italy
Belgium
Czech Republic
Switzerland
OECD
Germany Spain New Zealand
Austria Portugal
Schools do not follow homes Country percentage of 15 year-olds declaring to use frequently a computer at home and at school.
100 Denmark
Sweden Korea Germany
90
Iceland
Belgium Canada
Switzerland OECD
Italy
Netherlands
Spain
Australia Finland
Norway
New Zealand
Portugal
Czech Republic
80
Hungary
Poland Ireland
Home use
Austria
Slovak Republic
Greece
70
60
Turkey Japan 50
40 20
30
40
50
60
70
80
90
100
School use
Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity Questionnaire in PISA 2006.
What drives school use? Are ratios of students per computer and broadband access drivers of computer use in schools?
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12
Slovak Republic Poland Portugal
Ratio of students per computer
10 Germany Greece Ireland
8
Spain Czech Republic Italy
Finland Belgium
6
Sweden Netherlands
OECD Denmark 4
Iceland
Hungary Austria
Norway
2
0 0
20
40
60
80
100
Lower secondary schools with broadband access
Source: PISA 2006 database. The size of the bubbles represents the percentage of 15 year-olds declaring a frequent use of computers in their school.
Cognitive skills development
Social values and lifestyles
•Visual-spatial skills
•Media competition
•Non verbal intelligence
•Effects of video-games
•Collecting evidence in other areas
•Socialisation in the third space: •Growing importance of informal learning
Educational achievement •Unexpected new evidence •The threshold phenomenon 7
Finland Japan Korea Sweden Canada MacaoIreland New Netherlands Liechtenstei Slovenia Russian Poland Latvia Germany Switzerland Hungary Australia Austria Czech Croatia Belgium Greece Slovak Lithuania Denmark Spain Iceland Norway Italy Portugal Turkey Chile Uruguay Jordan Serbia Bulgaria Thailand Colombia Qatar
Technology use is connected to a significant increase in performance Frequency of use of computers at home and student performance on PISA science scale
Frequent use Moderate use Rare or no use
600
550
500
450
400
350
300
8
Finland Liechtenstein New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Austria Sweden Greece Poland Spain Croatia Macao-China Lithuania Italy Slovenia Slovak Republic Czech Republic Norway Latvia Iceland Portugal Denmark Russian Federation Chile Turkey Uruguay Bulgaria Thailand Serbia Jordan Colombia Qatar
However, no matching evidence regarding school use Frequency of use of computers at school and student performance on PISA science scale
Frequent use Moderate use Rare or no use
600
550
500
450
400
350
300
9
A second digital divide emerges
As well as different student profiles
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Second question
THE NML, A CASE FOR EDUCATION
Bad understanding of student expectations Percentage of disparities between teachers perceptions and students’ selfperceptions. Average of 6 European countries, 2008
13
Q
Common classroom activities Which three of the following do you do most often in class?
Copy from the board or a book
52%
Listen to a teacher talking for a long time
33%
Have a class discussion
29%
Take notes while my teacher talks
25%
Work in small groups to solve a problem
22%
Spend time thinking quietly on my own
22%
Have a drink of water when I need it
17%
Talk about my work with a teacher
16%
Work on a computer
16%
Listen to background music
10%
Learn things that relate to the real world
10%
Have some activities that allow me to move around
9% 8%
Teach my classmates about something Create pictures or maps to help me remember
7%
Have a change of activity to help focus
7%
Have people from outside to help me learn Learn outside in my school’s grounds
Base:
All pupils (2,417)
4% 3%
Source: Ipsos MORI
Most preferred ways to learn In which three of the following ways do you prefer to learn? 55%
In groups By doing practical things With friends By using computers Alone From teachers From friends By seeing things done With your parents By practising In silence By copying At a museum or library By thinking for yourself From others Other Base:
All pupils (2,417)
39% 35% 31% 21% 19% 16% 14% 12% 9% 9% 8% 5% 6% 3% 1%
Source: Ipsos MORI
How are their expectations changing? • Still prefer face to face interaction • Technology works only if: – Real engagement (or entertainment?) – Convenience – Productivity gains
• Will this alone make of NML mature 21st century citizens?
Third question
THE IMPLICATIONS
For researchers • We start to have for evidence about effects, – But empirical research: • Too focused on the negatives • Scattered –cumulative efforts required
• What research is telling, does not get to policy makers, teachers or parents • More empirical research needed on the social changes, particularly informal learning through nets
For teachers • Are they prepared to challenge stereotypes? • How are they following changes in students? • Need to realise the existence of different profiles, uses and educational needs • Educators cannot afford to lag behind
For policy makers • There is a second digital divide – Requiring a policy response
• Students are technology savvy, – but need education on 21st century competencies
Thanks a lot!
Francesc.Pedro@OECD.org
www.oecd.org/edu/nml