what do we know about the effectiveness of ict in education? and what we don’t francesc pedró...
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What Do We Know About The What Do We Know About The Effectiveness of ICT in Education?Effectiveness of ICT in Education?
And What We Don’tAnd What We Don’t
Francesc PedróFrancesc Pedró
INDIRE, February 2006INDIRE, February 2006
Contents
• What the evidence is telling us:– PISA (2006) insights
• What we don’t know yet:– The technology effect
What the evidence is telling us
• Two ways of addressing ICT effectiveness:– Empirical experiments– Correlational studies
Empirical experiments
• Two strands:– E-learning vs. traditional education:
• The “no significant difference” phenomenon– School education (school subjects):
• Inconclusive evidence in general, but…• Effectiveness depends on the role assigned to ICT:
– Practice improves performance– But what about the pedagogy?
• Pasta or fish?
Correlational studies
• Again, inconsistency…… which reflects complexity!
• Not pasta or fish, but wine• With some useful insights (PISA, 2006):
– School and home access to ICT
– Frequency of use
– Past experienceAccess at schools counts
Correlational studies
• Again, inconsistency…• … which reflects complexity!• With positive indications
(PISA, 2006)
Frequency of school use also counts, although
more is not better
Correlational studies
• Again, inconsistency…• … which reflects complexity!• With positive indications
(PISA, 2006) Experience counts even more
Correlational studies
• Again, inconsistency…• … which reflects complexity!• With positive indications
(PISA, 2006)
But home access and frequency of home use are critical
What’s more important?
In studying foreign systems of Education we should not forget that the things outside the schools matter even more than the
things inside the schools, and govern and interpret the things inside.
Sir Michael Sadler, 1900
350
400
450
500
550
600
10 20 30 40 50 60 70 80 90 100
frequency school use
maths mean
350
400
450
500
550
600
10 20 30 40 50 60 70 80 90 100
frequency home use
maths mean
What’s more important?
-30
-20
-10
0
10
20
30
40
50
60
70
80
AU A B CAN CZ DK FIN G HE HU IC IRL IT JAP KOR MEX NZ POL P SLK S CH T US
having a computer at home having a computer at school
-30-20
-100
1020
30405060
7080
0 10 20 30 40 50 60
home
school
Emergence of
NML
Possibilities offered by
technologies
Availability of devices and
services (national market)
Infrastructural requirement
Attitudinal strand
Societal attitudes towards
technologies
Generational attitudes
The emergence of NML
So, what’s happening with the things outside?
The New Millennium LearnersThe New Millennium LearnersNet GenerationIM GenerationGamer GenerationHomo zappiens
Emergence of
NML
Possibilities offered by
technologies
Availability of devices and
services (national market)
Infrastructural requirement
Attitudinal strand
Societal attitudes towards
technologies
Generational attitudes
The emergence of NML
SES
Range of
devices/services
gender
age
OECD country disparities in home access and use
0
20
40
60
80
100
0 10 20 30 40 50 60
Having used computers 5 past years
Internet connection at home
Source: PISA database (2003)Source: PISA database (2003)
Intensity of use
0
20
40
0 20 40 60 80 100
Nearly daily home use
Nearly daily school use
Source: PISA database (2003)Source: PISA database (2003)
Time and main uses
0
20
40
60
80time using
daily use
gamessearch
communication
girls boys
Source: PISA database (2003)Source: PISA database (2003)
SMSSMS Total Higher SES Medium SES Lower SES
Never 41 51 39 30
Sometimes 29,5 31 27 31
Frequently 18 8 22 27
Are they really challenging education?
Millennial profiles
Cognitive skills
School practices
Cultural patterns,
lifestyles, values
Educational
expectations
Short term effects:
academic, social
Long term effects
ICT gourmets
My smmr hols wr CWOT. B4, we used My smmr hols wr CWOT. B4, we used 2go2 NY 2C my bro, his GF & thr 3 : 2go2 NY 2C my bro, his GF & thr 3 : kids FTF. ILNY, it’s a gr8 plc.kids FTF. ILNY, it’s a gr8 plc.
My summer holidays were a complete waste My summer holidays were a complete waste of time. Before, we used to go to New York of time. Before, we used to go to New York to see my brother, his girlfriend and their to see my brother, his girlfriend and their three screaming kids face to face. I love New three screaming kids face to face. I love New York. It’s a great place.York. It’s a great place.
Taken from: Daily Telegraph, Sun Mar 2, 2003, British Taken from: Daily Telegraph, Sun Mar 2, 2003, British Girl Baffles Teacher with SMS Essay.Girl Baffles Teacher with SMS Essay.
Final remarksFinal remarks
• The technology effectThe technology effect• Shift to the learnerShift to the learner• Importance for:Importance for:
– futures thinking in educationfutures thinking in education
– ICT and education: need for new pedagogic arrangementsICT and education: need for new pedagogic arrangements
• Methodological challenges:Methodological challenges:– Lack of empirical and comparative dataLack of empirical and comparative data
– Need for designing Need for designing new new research methodologiesresearch methodologies
– Data contradict our expectationsData contradict our expectations
