Ispra 27042009
-
Upload
oystein-johannessen -
Category
Education
-
view
880 -
download
2
description
Transcript of Ispra 27042009
In Search for the Sustainable Knowledge Base: Multi-channel and
Multi-methodDeputy Director General
Øystein JohannessenNorwegian Ministry of Education and Research
International Research WorkshopIspra 27042009
2 Norwegian Ministry of Education and Research
Structure of presentation
• Policy backdrop: Why ICT in Education?
• Effects of ICT in Education: What have we learnt from R&D?
• Knowledge Base: Multi-channel and Multi-method?
• The Road Ahead: A Systemic Approach to Benchmarks
3 Norwegian Ministry of Education and Research
Why ICT in Education?
• To support economic growth• To support social development• To advance education reform• To support educational management and
accountability• (Kozma 2008)
4 Norwegian Ministry of Education and Research
Why ICT in Ed? Pedagogical and policy approach
• Learning outcome and learning strategies• Personalisation• Variation of teaching methods• Home – school collaboration• Bridge education and home/leisure
relevance
• Policy: The Norwegian Case– Learning more and better– Completion of upper secondary education– Well-being and social development
5 Norwegian Ministry of Education and ResearchBecta, Learning in the 21st century
6 Norwegian Ministry of Education and Research
What have we learnt from R&D?
• Search for causality and statistical significance• Output, outcome and impact (Impact 2, 2002)• Impact 2: ICT leads to statistically significant
improvements of educational attainment in some subjects.
• OECD: Interesting correlations regarding use of ICT and PISA scores
• eLearning Nordic 2006: All stakeholder groups state that ICT has a positive impact on pupils’ learning
• R&D on patterns of use and across the spectrum of learning technologies
• Perceived impact ------- Causality and stastistical significance
7 Norwegian Ministry of Education and Research
It is the quality of ICT usage, rather than necessarily the quantity, that will determine the contribution that these technologies make to students outcome. (OECD/PISA)
• How can we further improve the impact of ICT in education?– Are there special kinds of computer usage that
raise performance?– What about teacher education and background?
• How can we improve ways of utilizing ICT in education by listening to practitioners?– How can we provide them with a voice?– Does research back the voice of the
practitioners?
Some challenges: Asking the right questions
8 Norwegian Ministry of Education and Research
Multi-channel: ICT in Education covers a range of areas
• Infrastructure development• Teacher training• Technical support, both in terms of assistance
to teachers to connect hardware and software and also to help them integrate ICT across all curricula subjects
• Pedagogical and curricular change• Content development• (Kozma, 2008)
9 Norwegian Ministry of Education and Research
Hierarchy of benchmarks?
• First order benchmarks: Access• Second order benchmarks:
– Patterns of use– Amount of use
• Third order benchmarks: Effects, Impact
10 Norwegian Ministry of Education and Research
Case: ITU Monitor 2007
11 Norwegian Ministry of Education and Research
Multi-channel knowledge base a necessity
• Monitor access and patterns of use. Technological and cultural diversity is a challenge.
• Gender is still an issue• Benchmarking of digital learning resources.
Need to break new ground• PISA: Repeat ICT analysis and improve ICT
Familiarity Questionnaire (!!). Is PISA able to capture the use of ICT in subjects?
• Test methodologies for reviewing pupils’ digital literacy – in or across subjects.
• -----------------------• But is this enough?
12 Norwegian Ministry of Education and Research
Multi-method?
• We need to combine quantitative and qualitative methods. NB: Indicators are not our only source of information.
• Can the methods be improved? Need for more ethnographic research and testbed studies
• What can we learn from the learners themselves?• Input from school use only?• Research should focus on third order
benchmarks.This is where innovation is needed• Underlying research-based concepts and models
must find an equilibrium between simplicity and complexity.
13 Norwegian Ministry of Education and Research
The systemic challenges
• What are we looking for? ICT embedded in pedagogical practice!
• Education is a battle ground for a number of good causes. The educational community feels the strain of reporting.
• Need for international collaboration for development of common benchmarks.
• Pertinent topics must be addressed and the spectrum of benchmarks (1st-3rd order) must be achieved. DLR is a good case.
• This is a partnership between policy, research and practice. Methodological AND political validity?
14 Norwegian Ministry of Education and Research
Our common challenge
To develop theeducational systemour childrendeserve and need