Why has education not yet benefited from the gains that ICT have provoked in other systems?

1. THE DIGITAL
TRANSFORMATION
OF EDUCATION
Dirk Van Damme
OECD/EDU/IMEP

2. WHY HAS EDUCATION NOT YET
BENEFITTED FROM THE
PRODUCTIVITY AND EFFICIENCY
GAINS THAT ICT HAVE PROVOKED IN
OTHER SYSTEMS?
2

3. Technology in education: a history of self-proclaimed
‘revolutions’, naïve expectations and many failures

4. 4

5. 5
Technology is changing:
• Skills demand
• Educational delivery

6. WITH REGARD TO HARDWARE
AND CONNECTIVITY,
EDUCATION IS CATCHING UP
6

7. 0
10
20
30
40
50
60
70
80
90
100
Japan
NewZealand
Portugal
Netherlands
Spain
Australia
Belgium
Germany
United…
Switzerland
Italy
Poland
Hungary
France
Ireland
UnitedStates
Austria
Canada
Sweden
Korea
Norway
Finland
OECD…
Slovenia
Luxembourg
Denmark
Iceland
Chile
Czech…
Turkey
Greece
Israel
Mexico
Estonia
Slovak…
Adequate instructional materials (e.g. textbooks) Adequate computer software for instruction
Adequate Internet connectivity
New technologies and instructional resources are
increasingly present in schools
School principals reports on the adequacy of resources to support student learning in their schools
% of students
Source: PISA 2012 7

8. Number of computers at school per student
(PISA 2015, school principal reports)
0.75
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
8

9. DOES MORE COMPUTERS AT
SCHOOL MAKE A DIFFERENCE
IN LEARNING OUTCOMES?
9

10. More computers at school is negatively
related to evolution of math performance
10

11. Change in the science score per unit increase in the number of
computers per student after accounting for students' and
schools' socio-economic profile (PISA 2015)
-20
-15
-10
-5
0
5
10
Austria
Israel
Mexico
Estonia
SlovakRepublic
Denmark
Poland
CzechRepublic
France
Spain
Switzerland
Germany
Iceland
Australia
Finland
Chile
Hungary
Japan
Luxembourg
Turkey
NewZealand
Belgium
UnitedStates
Slovenia
Portugal
OECDaverage
Sweden
Canada
Latvia
UnitedKingdom
Norway
Italy
Ireland
Netherlands
11

12. Performance in reading, by index of computer use in
school
12

13. WHAT ARE THE BARRIERS?
13

14. Fig II.3.3Teachers' needs for professional development
0 10 20 30 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Slovak Republic Average
Percentage of lower secondary teachers indicating they have a high
level of need for professional development in the following areas
Barriers: teachers need high professional skills
TALIS 2013
14

15. 15
Percentage of teachers with good ICT problem-
solving skills, compared with selected industries

16. 41.738.99
100 80 60 40 20 0 20 40 60 80 100
Poland
Ireland
Slovak Republic
Estonia
Korea
United States
Austria
Czech Republic
Average
Flanders (Belgium)
Japan
England/N. Ireland (UK)
Germany
Canada
Australia
Denmark
Norway
Netherlands
Finland
Sweden
Level 2
Level 3
Young adults (16-24 year-olds) All adults (16-65 year-olds)
16
Barriers: general low proficiency in problem
solving skills in technology-rich environments
%

17. 17
‘Digital natives’: a misleading myth

18. Task-oriented browsing capabilities of 15
year-old students (PISA 2012 database)
18

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

20. Percentage of individuals who judge their computer skills would
be sufficient if they were to apply for a new job within a year, 2013
0
10
20
30
40
50
60
70
80
90
%
All Individuals Individuals with high formal education Individuals with no or low formal education
Source: OECD computations based on Eurostat, Information Society Statistics, May 2014 20

21. SOME TENTATIVE
CONCLUSIONS
21

22. • 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, hardware-focused 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
22

23. • Investments and strategies should focus on:
– Teachers’ digital skills, pedagogical knowledge and higher-level instructional
skills – teacher professional development
– Well-targeted usage of ICT in those parts of the teaching & learning process
where they make a difference
– Development of specific and well-adjusted pedagogies
• 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. real-time
assessment)
Some conclusions
23

24. • Some new developments seem to be promising:
– Highly interactive, non-linear courseware, based on state-
of-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
Some conclusions
24

25. • Need for a platform to connect
education sector with education
industry to discuss educational
innovation and transformation:
Global Education Industry
Summit
– Helsinki 2015
– Jerusalem 2016
– Luxembourg 2017
– Tallinn 2018
Some conclusions
25

26. Thank you !
dirk.vandamme@oecd.org
www.oecd.org/edu/ceri
twitter @VanDammeEDU
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