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

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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

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Why ICT in Education?

• To support economic growth• To support social development• To advance education reform• To support educational management and

accountability• (Kozma 2008)

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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

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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

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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

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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)

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Hierarchy of benchmarks?

• First order benchmarks: Access• Second order benchmarks:

– Patterns of use– Amount of use

• Third order benchmarks: Effects, Impact

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Case: ITU Monitor 2007

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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?

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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.

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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?

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Our common challenge

To develop theeducational systemour childrendeserve and need