HOW CAN TECHNOLOGY CHANGE THE WAY WE LEARN

HOW CAN TECHNOLOGY CHANGE THE WAY WE LEARN AND TEACH? TECHNOLOGY AND EDUCATIONAL PERFORMANCE Dirk Van Damme OECD/EDU/IMEP

Technology in education: a history of selfproclaimed ‘revolutions’ “The MOOC hype fades…” The Chronicle of Higher Education, 5 Feb 2015

Technology in education: a history of selfproclaimed ‘revolutions’

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Technology is changing: • Skills demand • Educational delivery 5

New technologies and high-quality instructional resources are increasingly present in schools School principals reports on the adequacy of resources to support student learning in their schools Adequate instructional materials (e. g. textbooks) Adequate Internet connectivity % of students Adequate computer software for instruction 100 90 80 70 60 50 40 30 20 Source: PISA 2012 Slovak Republic Estonia Mexico Israel Greece Turkey Czech Republic Chile Iceland Denmark Luxembourg Slovenia OECD average Finland Norway Korea Sweden Canada Austria United States Ireland France Hungary Poland Italy Switzerland United Kingdom Germany Belgium Australia Spain Netherlands Portugal New Zealand 0 Japan 10

The quality of schools’ educational resources improved in most countries over the last decade Change between 2003 and 2012 in the index of quality of schools' educational resources (e. g. textbooks, computers, laboratory materials) 1. 6 Variation in the index 1. 4 1. 2 1 0. 8 0. 6 0. 4 0. 2 0 Source: PISA 2012 Korea Iceland Mexico Netherlands Luxembourg United States Austria Finland Denmark New Zealand Italy Germany Switzerland OECD average Sweden Australia Hungary Belgium Spain Greece Czech Republic Ireland Norway Portugal Slovak Republic Canada Japan Poland -0. 4 Turkey -0. 2

The majority of students attend schools which are well equipped digitally European schools; primary level (Grade 4), 2012 Type 1: High equipment, fast broadband, high connectedness. Type 2: Medium equipment, slow or no broadband, some connectedness Type 1 Type 2 Type 3 100% 80% 48 60% 40% 20% Source: European Schoolnet (2013), Survey of Schools: ICT in Education. Poland Turkey Romania Italy Slovakia Greece Bulgaria Hungary Croatia Slovenia Lithuania Austria Czech_Rep EU Belgium France Latvia Cyprus Luxembourg Ireland Estonia Portugal Malta Spain Denmark Finland Sweden Norway 0% 37

Teachers mainly use ICT to prepare teaching activities, but the creation and evaluation of digital resources is rare EU schools; secondary level (Grade 8), 2012 Frequency of teachers’ ICT based activities with the class Source: European Schoolnet (2013), Survey of Schools: ICT in Education.

Evidence on effect and impact contradicting and in many cases negative

Evidence on effect and impact contradicting and in many cases negative

How can digital learning environments enhance education? • Expand access to content – e. g. specialised materials well beyond textbooks, in multiple formats, with little time and space constraints • Support new pedagogies with learners as active participants – e. g. as tools for inquiry-based pedagogies and collaborative workspaces • Collaboration for knowledge creation – e. g. collaboration platforms for teachers to share and enrich teaching materials • Feedback – make it faster and more granular • Automatize data-intensive processes – visualisation

ICT can foster good pedagogic models • Experiential learning (e. g. remote and virtual labs, project-based and enquiry-based pedagogies) • Hands-on pedagogies (e. g. game development) • Cooperative learning (e. g. local and global collaboration) • Interactive and metacognitive pedagogies (e. g. realtime assessment)

Some technology-enhanced pedagogic models • Based on HP Catalyst Initiative • 5 models: Ø Virtual and remote laboratories Ø Educational games Ø Cooperative learning Ø Real-time formative assessment Ø Skills-based assessment • These models support Ø Experiential learning (e. g. project-based and enquiry-based pedagogies) Ø Hands-on pedagogies (e. g. game development) Ø Interactive and metacognitive pedagogies (e. g. real-time assessment)

International collaborative student learning Ø Chinese and US schools analyse together the challenge of water quality Ø Technology is used to track and analyse water (p. H, salinity, dissolved oxygen, etc. ) Ø With the help of scientists, discuss and understand water challenges through remote discussions Ø Fosters skills in science, deeper understanding, multicultural communication, and awareness of global environmental challenges

Teacher collaboration for curriculum design and implementation Teachers as curators -picking up on new technology, pedagogies, and content, and seeing how they can be put to use in a new context Technology is identified as an integral means for leveraging the potential of networked professional knowledge Scootle Community A professional digital community for Australian teachers to discuss and share ideas about the national Curriculum and its implementation Enables on-line collaboration Ø Teachers helping one another respond to problems of practice Ø Access digital lesson plans, curriculum resources and research Ø Collaborate on solutions Using data mining and analytics to derive insights for curriculum design from web navigation and conversations in on-line discussion platforms (blogs and social media)

Teachers' needs for professional development Fig II. 3. 3 Barriers: teachers need high professional skills Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas France Average Teaching students with special needs ICT skills for teaching New technologies in the workplace Student behaviour and classroom management Teaching in a multicultural or multilingual setting Approaches to individualised learning Student career guidance and counselling Student evaluation and assessment practice Teaching cross-curricular skills Developing competencies for future work Pedagogical competencies School management and administration TALIS 2013 Knowledge of the subject field(s) Knowledge of the curriculum 0 10 20 30 40

Barriers: general low proficiency in problem solving in technology-rich environments Adults at Level 3 can Young adults (16 -24 year-olds) • Complete involving multiple Adults at Level 2 can complete Sweden tasks applications, a large number steps, problems thatofhave explicit Finland impasses, and the discovery and use of criteria for success, a small Netherlands ad. Norway hoc commands in a novel number of applications, and Denmark environment. several steps and operators. Australia a plan • Establish to arrive at a solution They can monitor progress Canada and monitor its implementation as they towards a solution and handle Germany deal with unexpected outcomes and or unexpected outcomes England/N. Ireland (UK) impasses. Japan Flanders (Belgium) Average Czech Republic Austria United States Korea Estonia Slovak Republic Ireland Poland % 8. 99 100 80 60 All adults (16 -65 year-olds) 41. 73 40 20 Level 2 Level 3 40 60 80 100 18

Barriers: divergent profiles of students with regard to Internet use Data Italy, 2008 OECD (2012) 19

A specific case: Open Educational Resources (OER) • OER = teaching, learning and research materials that make use of appropriate tools, such as open licensing, to permit their free re-use, continuous improvement and re-purposing by others – Any type or form – Mostly, though not exclusively, in digital format – Allowing for re-use, revise, re-mix and re-distribute (the ‘four Rs’ of OER) • OER are not a technological innovation, but they are a force of social and educational innovation made possible by technology

New forms of learning Barriers to learning Teachers’ collaboration OER Public & private costs Distribution of resources Quality of resources 21

Relative strength of policy benefits of OER 22

Some conclusions • Education is a heavily personalised service, so productivity gains through technology are limited, especially in the teaching & learning process • Impact of technology on educational delivery remains sub-optimal – – – Over-estimation of digital skills among teachers AND students Naïve policy and implementation strategies Resistance of teachers AND students Lack of understanding of pedagogy and instructional design Low quality of educational software and courseware

Some conclusions • Some new developments seem to be more promising: – Highly interactive, non-linear courseware, based on stateof-the-art instructional design – Sophisticated software for experimentation, simulation – Social media to support learning communities and communities of practice among teachers – Use of gaming in instruction • Dialogue with ‘education industry’: – Global Education Industry Summit, organised by OECD, European Commission and Finland, in Helsinki on 19 -20 October 2015

Thank you ! dirk. vandamme@oecd. org www. oecd. org/edu/ceri twitter @Van. Damme. EDU 25