Transcript Slide 1
The New Millennium Learners Francesc Pedró Swedish Embassy London, January14, 2010 Basic questions 1. What do we know? 2. Are NML a case for education? 3. What are the implications? 3 First question WHAT WE KNOW At school At home Netherlands Uruguay Iceland 100 Russian Federation Norway Jordan Sweden 15 year-olds are attached to technology Bulgaria Denmark 80 Latvia Canada 60 Serbia Lithuania Australia Finland 40 Qatar Korea 20 Croatia Belgium 0 Macao-China Switzerland Liechtenstein Germany Slovenia Austria Japan Portugal Turkey New Zealand Chile Greece Ireland Slovak Republic Poland Spain Italy Hungary OECD Czech Republic Schools do not follow homes Country percentage of 15 year-olds declaring to use frequently a computer at home and at school. 100 Denmark Sweden Korea Germany 90 Iceland Belgium Canada Switzerland OECD Italy Netherlands Spain Australia Finland Norway New Zealand Portugal Czech Republic Hungary 80 Poland Ireland Home use Austria Slovak Republic Greece 70 60 Turkey Japan 50 40 20 30 40 50 60 70 80 90 100 School use Source: PISA 2006 database. Data presented only for those OECD countries which took the ICT Familiarity Questionnaire in PISA 2006. What drives school use? Are ratios of students per computer and broadband access drivers of computer use in schools? 14 12 Slovak Republic Poland Portugal Ratio of students per computer 10 Germany Greece Ireland 8 Spain Czech Republic Italy Finland Belgium 6 Sweden Netherlands OECD Denmark 4 Iceland Hungary Austria Norway 2 0 0 20 40 60 80 100 Lower secondary schools with broadband access Source: PISA 2006 database. The size of the bubbles represents the percentage of 15 year-olds declaring a frequent use of computers in their school. Cognitive skills development Social values and lifestyles •Visual-spatial skills •Media competition •Non verbal intelligence •Effects of video-games •Collecting evidence in other areas •Socialisation in the third space: •Growing importance of informal learning Educational achievement •Unexpected new evidence •The threshold phenomenon 8 Finland Japan Korea Sweden Canada MacaoIreland New Netherlands Liechtenstei Slovenia Russian Poland Latvia Germany Switzerland Hungary Australia Austria Czech Croatia Belgium Greece Slovak Lithuania Denmark Spain Iceland Norway Italy Portugal Turkey Chile Uruguay Jordan Serbia Bulgaria Thailand Colombia Qatar Technology use is connected to a significant increase in performance Frequency of use of comput ers at home and st udent perf ormance on PISA science scale Frequent use Modera te use Rare or no use 600 550 500 450 400 350 300 9 300 Finland Liechtenstein New Zealand Japan Canada Germany Korea Netherlands Hungary Ireland Switzerland Belgium Australia Austria Sweden Greece Poland Spain Croatia Macao-China Lithuania Italy Slovenia Slovak Republic Czech Republic Norway Latvia Iceland Portugal Denmark Russian Federation Chile Turkey Uruguay Bulgaria Thailand Serbia Jordan Colombia Qatar However, no matching evidence regarding school use Frequency of use of computers at schoo l and student performance o n PISA science scale Fre q ue n t us e M o d e ra te u s e R a re o r no us e 600 550 500 450 400 350 10 A second digital divide emerges As well as different student profiles 12 Second question THE NML, A CASE FOR EDUCATION Bad understanding of student expectations Percentage of disparities between teachers perceptions and students’ selfperceptions. Average of 6 European countries, 2008 14 Q Common classroom activities Which three of the following do you do most often in class? Copy from the board or a book 52% Listen to a teacher talking for a long time 33% Have a class discussion 29% Take notes while my teacher talks 25% Work in small groups to solve a problem 22% Spend time thinking quietly on my own 22% Have a drink of water when I need it 17% Talk about my work with a teacher 16% Work on a computer 16% Listen to background music 10% Learn things that relate to the real world 10% Have some activities that allow me to move around 9% 8% Teach my classmates about something Create pictures or maps to help me remember 7% Have a change of activity to help focus 7% Have people from outside to help me learn Learn outside in my school’s grounds Base: All pupils (2,417) 4% 3% Source: Ipsos MORI Most preferred ways to learn In which three of the following ways do you prefer to learn? 55% In groups By doing practical things With friends By using computers Alone From teachers From friends By seeing things done With your parents By practising In silence By copying At a museum or library By thinking for yourself From others Other Base: All pupils (2,417) 39% 35% 31% 21% 19% 16% 14% 12% 9% 9% 8% 5% 6% 3% 1% Source: Ipsos MORI How are their expectations changing? • Still prefer face to face interaction • Technology works only if: – Real engagement (or entertainment?) – Convenience – Productivity gains • Will this alone make of NML mature 21st century citizens? Third question THE IMPLICATIONS For researchers • We start to have for evidence about effects, – But empirical research: • Too focused on the negatives • Scattered –cumulative efforts required • What research is telling, does not get to policy makers, teachers or parents • More empirical research needed on the social changes, particularly informal learning through nets For teachers • Are they prepared to challenge stereotypes? • How are they following changes in students? • Need to realise the existence of different profiles, uses and educational needs • Educators cannot afford to lag behind For policy makers • There is a second digital divide – Requiring a policy response • Students are technology savvy, – but need education on 21st century competencies Thanks a lot! [email protected] www.oecd.org/edu/nml