Loading in 2 Seconds...
Loading in 2 Seconds...
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
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Katherina Kikis-Papadakis, Friedrich Scheuermann & Ernesto Villalba
FORTH, Institute of Applied and Computational Mathematics (IACM)
JRC/IPSC, Centre for Research on Lifelong Learning (CRELL)
Changing contextual conditions
New teaching practices
New ways of learning
Increasing policy interest in understanding phenomena,effects and interrelations
“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.)
Making Europe the most competitive knowledge based economy by 2010, with better jobs and greater social cohesion.
Open method of coordination
3 strategic objectives
13 detailed objectives
5 benchmarks (Reference Levels of Average Performance In EU Member States)
29 indicators for monitoring progress
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
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.
Constant, but not sufficient progress:
No progress yet:
Standing Group on Indicators and Benchmarks set up,first meeting in July 2002
(27 EU countries, 2 EEA countries, Commission, OECD, Cedefop, Eurydice, Crell)
for monitoring progress of then implementation of the Detailed Work programme
Reports published in 2004, 2005, 2006, 2007, 2008
Communication on a Coherent Framework of Indicators and Benchmarks (Feb. 2007)
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.
16 core indicators
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
Self reported adult skills
Maths, reading, science skills
Teacher education (CRELL)
Civic skills (CRELL)
Learning to Learn survey
Learning to learn skills (CRELL)
Composite indicators and quantitative analysis
Stat. & Ind.
Stat. & Ind.
Stat. & Ind.
New Surveys: Learning to Learn (L2L), Language indicator
Towards a measurement of Creativity and Innovation
Progress Report 2009
The way ahead
Ten European benchmarks for 2010
Coherent framework of CORE INDICATORS
Influence of ICT on educational performance
Policy Goals, Priorities