The New Millennium Learners

Francesc Pedró

Models of ICT integration in Education

Madrid, March 16, 2010

Basic questions

3

1. What do we know?2. Are NML a case for education?3. What are the implications?

15 year-olds are attached to technology

0

20

40

60

80

100Netherlands

IcelandNorway

Sweden

Denmark

Canada

Australia

Finland

Korea

Belgium

Switzerland

Germany

AustriaPortugalNew Zealand

Spain

OECD

Czech Republic

Italy

Hungary

Poland

Slovak Republic

Ireland

Greece

Chile

TurkeyJapan

Percentage of students frequently using a computer:

At home At school

Schools do not follow homesCountry percentage of 15 year-olds declaring to use frequently a computer at home and at school.

Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity Questionnaire in PISA 2006.

Australia

Austria

Belgium

Canada

Czech Republic

Denmark

Finland

Germany

Greece

Hungary

Iceland

Ireland

Italy

Japan

Korea

Netherlands

New Zealand

Norway

Poland

Portugal

Slovak Republic

Spain

Sweden

Switzerland

Turkey

OECD

40

50

60

70

80

90

100

20 30 40 50 60 70 80 90 100

Hom

e us

e

School use

What drives school use?Are ratios of students per computer and broadband access drivers of computer use in schools?

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.

Austria

Belgium

Czech Republic

Denmark

Finland

Germany

Greece

HungaryIceland

Ireland

Italy

Netherlands

Norway

PolandPortugal

Slovak Republic

Spain

Sweden

OECD

0

2

4

6

8

10

12

14

0 20 40 60 80 100

Ratio

of s

tude

nts

per

com

pute

r

Lower secondary schools with broadband access

7

Cognitive skills development

Social values and lifestyles

Educational achievement

•Visual-spatial skills

•Non verbal intelligence

•Collecting evidence in other areas

•Media competition

•Effects of video-games

•Socialisation in the third space:

•Growing importance of informal learning

•Unexpected new evidence

•The threshold phenomenon

Technology use is connected to a significant increase in performance

8

Frequency of use of computers at home and student performance on PISA science scale

300

350

400

450

500

550

600

Finlan

dJa

pan

Kore

aSw

eden

Cana

daMa

cao-

Irelan

dNe

wNe

ther

lands

Liech

tens

tei

Slov

enia

Russ

ianPo

land

Latv

iaGe

rman

ySw

itzer

land

Hung

ary

Austr

alia

Austr

iaCz

ech

Croa

tiaBe

lgium

Gree

ceSl

ovak

Lithu

ania

Denm

ark

Spain

Icela

ndNo

rway

Italy

Portu

gal

Turk

eyCh

ileUr

ugua

yJo

rdan

Serb

iaBu

lgaria

Thail

and

Colom

biaQa

tar

Frequent use Moderate use Rare or no use

However, no matching evidenceregarding school use

9

Frequency of use of computers at school and student performance on PISA science scale

300

350

400

450

500

550

600

Finlan

dLie

chte

nste

inNe

w Ze

aland

Japa

nCa

nada

Germ

any

Kore

aNe

ther

lands

Hung

ary

Irelan

dSw

itzer

land

Belg

ium

Aust

ralia

Aust

riaSw

eden

Gree

cePo

land

Spain

Croa

tiaMa

cao-

Chin

aLit

huan

iaIta

lySl

oven

iaSl

ovak

Rep

ublic

Czec

h Re

publ

icNo

rway

Latv

iaIc

eland

Portu

gal

Denm

ark

Russ

ian F

eder

atio

nCh

ileTu

rkey

Urug

uay

Bulg

aria

Thail

and

Serb

iaJo

rdan

Colo

mbi

aQa

tar

Frequent use Moderate use Rare or no use

A second digital divide emerges

As well as different student profiles

11

THE NML, A CASE FOR EDUCATION

Second question

Bad understanding of student expectations

13

Percentage of disparities between teachers perceptions and students’ self-perceptions. Average of 6 European countries, 2008

Common classroom activities52%

29%

25%

22%

22%

17%

16%

16%

10%

10%

9%

8%

7%

7%

4%

3%

Copy from the board or a bookListen to a teacher talking for a long timeHave a class discussionTake notes while my teacher talks Work in small groups to solve a problem

Have a drink of water when I need it

Work on a computerListen to background music

Have some activities that allow me to move around

Create pictures or maps to help me remember Have a change of activity to help focus

QWhich three of the following do you do most often in class?

Spend time thinking quietly on my own

Talk about my work with a teacher

Learn things that relate to the real world

Teach my classmates about something

Base: All pupils (2,417) Source: Ipsos MORI

Have people from outside to help me learnLearn outside in my school’s grounds

33%

Most preferred ways to learn55%

39%

35%

31%

21%

19%

16%

14%

12%

9%

9%

8%

5%

6%

3%

1%

In groupsBy doing practical thingsWith friendsBy using computers Alone

From friends

With your parentsBy practising

By copying

By thinking for yourself

OtherFrom others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) 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?

THE IMPLICATIONSThird question

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