5. Ubiquitous
and powerful
mobile
devices
Potential to
benefit
learners
everywhere
Expanding
applicability
for teaching
and learning
6. How the demand for skills has changed
Mean task input as percentiles of the 1960 task distribution Economy-wide measures of routine and non-routine task input (US)
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2002
The dilemma of schools:
The skills that are easiest to teach and test are also
the ones that are easiest to digitise, automate and
(Levy and Murnane)
outsource
11. Where are we?
Improved
access
BYOT vs.
public
investments
12. Where are we?
Limited intensity and variety of uses in the classroom
100%
100%
90%
90%
80% 80%
70% 70%
60% 60%
50% 50%
40% 40%
30% 30%
20% 20%
10% 10%
0% 0%
OECD average Sweden Denmark Korea OECD average Sweden Denmark Korea
No time 0-30 mins 30-60 mins 60 mins or more No time 0-30 mins 30-60 mins 60 mins or more
Science Foreign language
(weekly usage) (weekly usage)
13. Where are we?
Limited intensity and variety of uses in the classroom
100
Percentage of students declaring at least a weekly usage, PISA 2009
90
80
70
Percentage of students
60
50
40
30
20
10
0
Use school the Internetfor group work and communicationindividual homework on a Chat oncomputer browse material from the school's Play simulationsor mathematics school's we
Browse computers for schoolwork UseDoing with other students Download, line at school drilling, such as for foreign language learning at work on the
e-mail at school school upload or and
Practice website Post school
OCDE average 39 22 19 18 15 15 14 10 9
14. Where are we?
But not at home!
100
Percentage of students declaring at least a weekly usage, PISA 2009
90
80
70
Percentage of students
60
50
40
30
20
10
0
Use e-mail for
Use e-mail for
Download, upload or Check the school's communication with
Doing homework on the Browse the Internet for communication with
browse material from website for teachers and submission
computer schoolwork other students about
the school's website announcements of homework or other
schoolwork
schoolwork
OCDE average 50 46 34 23 21 14
15. How to explain it?
Perception of usability:
Can I use it?
Perception of usefulness:
is it worth the effort?
23. How to move forward?
Realism: “a teacher like me” approach
More than even, we need an efficiency-
driven approach:
Are students going to learn more, better,
differently?
– From data transparency to data-driven instruction
Am I going to become more efficient?
– Teacher and student perspectives
Policy focus has to shift to assess, suport and
reward teaching
24.
25. Teachers still need support
%
TALIS Average
70
60
50
40
30
20
10
0
Teaching ICT teaching Student Instructional Subject field Student Content and Student Teaching in a Classroom School
special skills discipline and practices counselling performance assessment multicultural management management
learning needs behaviour standards practices setting and
students problems administration
Areas are ranked in descending order of the international average where teachers report a high level of need
for development.
Source: OECD. 2009
26. But they hardly get any feedback
No appraisal or feedback No school evaluation
%
60
50
40
30
20
10
0
Australia
Portugal
Iceland
Mexico
Denmark
Brazil
Turkey
Slovenia
Italy
Hungary
Lithuania
Malta
Estonia
Malaysia
Ireland
Spain
Austria
Bulgaria
Norway
Korea
Slovak Republic
Poland
Belgium (Fl.)
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.
Source: OECD. Table 5.1 and 5.3
27. Making change happen
Strong support + incentives
Poor results Good results
Idiosyncratic innovations Systemic innovation
Low pressure: High pressure:
no assessment assessment
Poor results Conflict & demoralisation
No use Fake use
Weak support & no incentives
28. Summing up
We need more and better uses of technology
in school education…
But only efficient solutions have a chance to
scale up!
What happens with technology is just an
indication of how badly school systems
manage educational change
29. No new kid in the block, but a more
balanced learning ecosystem
30.
31. Many thanks
F.Pedro@UNESCO.org
Available at:
/francescpedro
More at:
@FrancescPedroED
/francesc.pedroED
Notes de l'éditeur
This is a question that comes up a lot… Why a particular technology focus?
The simple answer is there has been a “fortuitous convergence” Mobile devices have saturated society and they are—based on our research—increasingly relevant to education. We are rapidly discovering—as I’m sure all of the people in this room are as well—that mobile phones can enrich and expand learning. Increasingly, it looks as if mobile devices may have an important role to play both in the formal setting of school as well as the informal learning environments outside of school.Essentially, we are rapidly recognizing that the devices tucked in our pockets and bags, carry an impressive (although mostly unrealized) potential to benefit learners living and working in a wide range of contexts.Let’s briefly underscore what exactly I mean by “ubiquity” and “power” in the context of mobile learning.I will then summarize UNESCO’s efforts to help bridge the ubiquitous and powerful devices to learning and EFA Goals.
Levy and Murnane show how the composition of the US work force has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser. All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started. Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.