Second Information Technology in Education Study (SITES)

A Project of the International Association for the

Evaluation of Educational Achievement (IEA)

SITES Module 1: Indicators Module (1999)

• Short school survey, conducted in 1998 • Primary, lower and upper secondary schools in 26

countries (USA = TLC ‘98)• School principals and technology coordinators

– ICT resources and access and utilization of these resources

– Indicators of their integration into the instructional processes

• Follows from Comp-Ed 1989 , 1992

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

SITES M1 Research Questions

• To what extent have education systems adopted and implemented objectives that are considered important cornerstones of education in the Information Society? How does this process develop over time?

• To what extent is ICT facilitating implementation of objectives that schools intent to achieve?

• How, and by whom, and to what extent is ICT used in education systems, and how does this develop over time?

• What differences in ICT-related practices exist within and between systems and how can these differences be explained?

• What is the impact of ICT on educational organizations, processes, and outcomes in different education systems?

• Which innovative practices exist that may offer educational practitioners new targets within their reach?

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

SITES M1 Key Findings

1. School principals had a positive attitude toward ICT usage. A majority of school principals reported they’d adopted ICT policies  

2. While the student:computer ratio differed substantially across the countries it declined substantially over recent years.

3. Many schools in economically developed countries had access to the Internet. However, student usage of it was low.

4. A majority reported a policy goal of training all teachers in the use of ICT but that adequate training of teachers was still a major problem.

5. In some schools in some countries, teachers had begun to use ICT to change toward a more student-centered pedagogical approach with the aim of making students more active in and responsible for their own learning.

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.SITES Module 2: Innovative Practices (2001)

• 174 Case Studies, conducted in 2000-01• Primary, Lower and Upper Secondary Schools in

28 countries in Europe, North America, Asia Pacific, Africa, and South America

• Principals, Technology Coordinators, Students, Teachers, Parents– Examined how ICT is being used to support innovative

pedagogical practices around the globe

SITES M2 Research Framework

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture. SITES M2 Key Findings

1. Primary, lower and upper secondary grades across a wide range of grade levels and subject areas

– most in sciences, mother tongue, and foreign languages and a smaller number in social sciences or creative arts;

– many were multidisciplinary

2. ICT is supporting significant changes in classroom teaching and learning

3. There are important similarities in how technology is being used in many countries around the world.  

4. Innovations had limited impact on other classrooms or schools– continuation depended on the energy and commitment of teachers,

student support, the perceived value for the innovation, availability of teacher professional development opportunities, and administrative support

ICT PERFORMANCE ASSESSMENT General Purpose and Approach

• How ICT can be assessed directly when embedded in significant, recurring problems in K-12 science and mathematics.

• Population 2, 13-14 year olds.

• Evidence of student ability to use technologies in science and mathematics problem-solving tasks

• IPPUTS•Common and advanced tools •Cognitive demands--operate and apply•Some tasks demonstrate exemplary use

 

ICT PERFORMANCE ASSESSMENT

Presentation Tool

Communication Tools

CommunicationCommunicating

Collaborating

Web browser, graphing toolConstruct knowledge products

Models, Simulations, Visualizations, Spreadsheet

Solve complex problems

Tables, Scatter Plots, Concept Maps

Integrate and critically evaluate information

Web BrowserCollect informationSpreadsheet, Graphing ToolChoose appropriate tools

Presentation ToolPlan strategies and procedures

Applying/transferring

Web BrowserDemonstrate use of tool functions

Spreadsheet

Graphing ToolIdentify descriptions of applications of a tool.

Using/operating

Graphing ToolIdentify appropriate uses

Spreadsheet

Web Browser

Identify features and functions of technology tools.

Knowing About

ICT Tool(Samples)

General Cognitive Demands

(SITES M3) ICT PERFORMANCE ASSESSMENT

Study Questions

• What are the knowledge management, problem solving, and ICT strategies that are valued by national reform efforts?

• What ICT applications and tools promote the development of these skills?

• What are the design features of performance assessments that could test these ICT strategies and math and science reasoning?

• What are the rubrics that would be used to score these assessments and what are the implications of this approach for the training of assessment administrators and scorers?

• What translation and Web-based- content language issues are involved in administering such assessments internationally?

• What hardware and software technology issues must be resolved to deliver this assessment online in a variety of international situations?

ICT PERFORMANCE ASSESSMENT Design Approach

• Problem-based performance tasks

• Modular design

• Delivered on CD

• Sample assessment will be made available on Web site and as CD

• 8-10 prototype ICT performance assessments will be pre-piloted in 4-5 countries

• ICT assessment scenarios will describe potential assessments designed to test challenging math and science knowledge and skills using transformative technologies