Francesc_Pedro_UE_presidency

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?

3

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?

14

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

11

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