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Studying the Effects of ICT in Education: Conceptual Reflections Katherina Kikis-Papadakis, Friedrich Scheuermann & Ernesto Villalba PowerPoint PPT Presentation

Studying the Effects of ICT in Education: Conceptual Reflections Katherina Kikis-Papadakis, Friedrich Scheuermann & Ernesto Villalba FORTH, Institute of Applied and Computational Mathematics (IACM) JRC/IPSC, Centre for Research on Lifelong Learning (CRELL) Relevance of Impact Studies

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Studying the Effects of ICT in Education: Conceptual Reflections Katherina Kikis-Papadakis, Friedrich Scheuermann & Ernesto Villalba

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Studying the Effects of ICT in Education:

Conceptual Reflections

Katherina Kikis-Papadakis, Friedrich Scheuermann & Ernesto Villalba

FORTH, Institute of Applied and Computational Mathematics (IACM)

JRC/IPSC, Centre for Research on Lifelong Learning (CRELL)


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Relevance of Impact Studies

  • Formulating government strategies

  • Updating national curricula

  • Design of teacher training programmes

  • Designing and revising school (classroom) implementation

  • Costs and benefit studies


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Need for regular studies

New technologies

Changing contextual conditions

New teaching practices

New ways of learning

Increasing policy interest in understanding phenomena,effects and interrelations

  • NEED TO BE FREQUENTLY UPDATED ABOUT TRENDS AND ICT Impact


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Situation

  • Most studies do not provide a clear information about the real effects of ICT on learner and learning for policy-making

  • Lack of comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as institution-based interventions, socio-economic status and institutional expenditures

  • No large-scale longitudinal studies of ICT's impact in education

    “Need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on education and students' learning” (Cox & Marshall, 2007, also Kikis & Kolias 2005; Aviram & Talmi 2004 etc.)


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Policy context


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Lisbon European Council March 2000

Making Europe the most competitive knowledge based economy by 2010, with better jobs and greater social cohesion.

Open method of coordination

  • Guidelines for the Member States

    • Indicators and benchmarks

    • Exchange of good practice

    • Peer reviews and mutual learning processes


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Detailed Work programme of 2002

3 strategic objectives

13 detailed objectives

5 benchmarks (Reference Levels of Average Performance In EU Member States)

29 indicators for monitoring progress


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Improving the quality and effectiveness of education an training systems in the EU

Improving education and training for teachers and trainers

Developing skills for the knowledge society

Ensuring access to ICT for everyone

Increasing recruitment to scientific and technical studies

Making best use of resources

Facilitating the access of all to education and training systems

Open learning environment

Making learning more attractive

Supporting active citizenship, equal opportunities and social cohesion

Opening up education and training systems to the wider world

Strengthening the links with working life and research and society at large

Developing the spirit of enterprise

Improving foreign language learning

Increasing mobility and exchange

Strengthening the European co-operation

3 strategic objectives, 13 detailed objectives


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Reduce the share of 15 years old low achievers in reading (PISA, level 1) by 20% compared to 2000

No more than 10% of young people (aged 18-24) should be early school leavers*

At least 85% of young people (aged 22) should have completed at least upper secondary education

Increase the number of MST graduates by 15%

At least 12,5% of adults (aged 25-64) should participate in lifelong learning+.

5 EU European Reference Levels of Average Performance to be reached by 2010

*Early school leavers: percentage of the population aged 18-24 with at most lower secondary education and not in further education or training.

+Life-long learning indicator refers to persons aged 25 to 64 who answered they received education or training in the four weeks preceding the survey.


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Progress in the 5 benchmarks

  • Based on data 2000-2007

  • Benchmark already achieved:

  • Mathematics, science and technology graduates

    Constant, but not sufficient progress:

  • Early school leavers

  • Upper secondary attainment

  • Lifelong learning participation

    No progress yet:

  • Low achievers in PISA


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Monitoring progress

Standing Group on Indicators and Benchmarks set up,first meeting in July 2002

(27 EU countries, 2 EEA countries, Commission, OECD, Cedefop, Eurydice, Crell)

29 indicators

for monitoring progress of then implementation of the Detailed Work programme

Progress Report

Reports published in 2004, 2005, 2006, 2007, 2008

2009 forthcoming


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Coherent Framework on Indicators


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Communication on a Coherent Framework of Indicators and Benchmarks (Feb. 2007)

Policy Areas

1. Improving equity in education and training; 2. Promoting efficiency in education and training; 3. Making lifelong learning a reality; 4. Key competencies among young people; 5. Modernising school education, 6. Modernising VET (the Copenhagen process); 7. Modernising higher education (the Bologna process); 8. Employability.


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Communication on a coherent framework of indicators and benchmarks

16 core indicators

  • Participation in pre-school education

  • Special needs education

  • Early school leavers

  • Literacy in reading, mathematics and science

  • Language skills

  • ICT skills

  • Civic skills

  • Learning to learn skills

  • Upper secondary completion rates of young people

  • Professional development of teachers and trainers

  • Higher education graduates

  • Cross-national mobility of students in higher education

  • Participation of adults in lifelong learning

  • Adults’ skills

  • Educational attainment of the population

  • Investment in education and training


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Council Conclusions May 2007: indicators adopted

c) to pursue the development of indicators on

7. Civic skills (IEA)

10. Professional dev. of teachers and trainers (OECD)

14. Adults’ skills (OECD)

a) to make full use of the following indicators

1. Participation in pre-school education

3. Early school leavers

4. Literacy in reading, mathematics and science

9. Upper secondary completion rates of young people

11. Higher education graduates

12. Cross-national mobility of students in higher education

13. Participation of adults in lifelong learning

15. Educational attainment of the population

b) to submit to the Council, for further consideration, information on the definition of the following indicators

2. Special needs education ( )

6. ICT skills

16. Investment in education and training

d) to further examine the development of indicators on

5. Language competencies

8. Learning to learn skills


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Data sources

LFS

UOE

CVTS

AES

SICTU

Participation

Mobility, financing

VET

Self reported adult skills

ICT

ESS

PISA survey

TALIS survey

PIAAC survey

Maths, reading, science skills

Teacher education (CRELL)

Adult skills

ICCS survey

Civic skills (CRELL)

Language survey

Learning to Learn survey

Language skills

Learning to learn skills (CRELL)


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Indicator development

Composite indicators and quantitative analysis

Quantitative analysis

Indicators

Indicators

Indicator identification

SGIB

COM

Data producers

Stat. & Ind.

Stat. & Ind.

Stat. & Ind.


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Quantitative analysis and development of Composite indicators CRELL: Active citizenship

New Surveys: Learning to Learn (L2L), Language indicator

Towards a measurement of Creativity and Innovation

Progress Report 2009

The way ahead


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Proposed new strategic framework - post 2010

Ten European benchmarks for 2010

  • Adult participation in LLL

  • Mobility

  • Low achievers in basic skills

  • Language competencies

  • Investment in higher education

  • Higher education attainment

  • Employability

  • Pre-primary enrolement

  • Early school leavers

  • Creativity and innovation

Coherent framework of CORE INDICATORS

  • Participation in pre-school education

  • Special needs education

  • Early school leavers

  • Literacy in reading, maths and science

  • Language skills

  • ICT skills

  • Civic skills

  • Learning to learn skills

  • Upper secondary completion rates of young people

  • Professional development of teachers

  • Higher education graduates

  • Cross-national mobility of students

  • Participation of adults in lifelong learning

  • Adults’ skills

  • Educational attainment of the population

  • Investment in education and training

  • +Creativity and Innovation


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Questions posed to the Assessment of ICT effects

  • …what to assess

    • What do we want to assess?

    • Why do we want to assess (purpose)?

    • What “can” we assess, what not?

    • Terminology

  • …how to assess effects

    • What do we have to look at when assessing the effects?

    • Is that what we assess that what we intended to assess?

    • What are the interrelations (e.g. to “innovation, creativity etc.”)

  • …how to monitor effects?

    • How can we ensure regular monitoring?

    • How can we monitor progress made?

  • ...how to come to comparable results?

    • What data sources are available and what do we have to collect?

    • How can existing data feed existing indicators (e.g. on ICT skills) across countries?

  • …how can we report data (e.g. visualisation)

  • …how to analyse data (analytical methodology)


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JRC Research :

Influence of ICT on educational performance

  • Research questions

    • What are the ICT-related factors that (positively or negatively) stimulate performance and outputs of education?

    • What is the impact of digital media on personal development and learning?

    • How can ICT contribute to flexible learning arrangements?

    • What are the indicators for observing educational effects of ICT and how can it be measured at a comparative level across individuals, institutions and countries?


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Challenges to be met

  • Despite expected benefits for policy stakeholders at a general level current indicators and data do not provide sufficient information about ICT effects on learner and learning

  • Studying ICT effects on learner and learning requires analysis at a more detailed and complex level.

  • A systematic approach is needed distinguishing between perspectives, domains, indicators of ICT implementation which need to be matched to specific objectives


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Monitoring ICT Effects in Education for Policy-making

Policy Goals, Priorities

Resources

Population

Context

Rationale

Learning Culture

Socio-Economic Factors

Conceptual

Framework

Model

Analysis

Reporting


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Conceptual Framework for Studying ICT Effects

  • Policy Areas

  • e.g. European Union:

  • Improving equity in education and training

  • Promoting efficiency in education and training

  • Making lifelong learning a reality

  • Key competences among young people

  • Modernising school education

  • Modernising VET

  • Modernising Higher Education

  • Employability

  • Innovation, creativity etc.


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Stages: e.g. Morel’s Matrix


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Analysis / Methodology: e.g. CIPP


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Ongoing work

  • Finalise framework on the basis of a reflective approach (workshop)

  • Inter-Agency collaboration and consolidation of approaches

  • Define set of indicators (type) and criteria during exploratory studies in selected areas

  • Refinement


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