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Impact of ICT in
Education: Evidence and
    Future Direction
     CoSN Annual Conference
     Washington, 6 March 2012
       Øystein Johannessen
     Cerpus/Education Impact




                !1
Outline

• Approaches to impact analysys

• What do we know about the effects of ICT?

• The Road(s) Ahead 

• Slides at www.slideshare.net/oysteinj/



                        !2
"Assessing the effects
 of ICT in education"




          !3
Approaches to Impact
• End point of intervention

• Impact and assessing impact is often related
  to policy goals

• Quantifying versus assessing impact

• Axis: "Raising standards" vs "Assessing
  Learning"

                        !4
Some findings from EUN
  Impact Study (2006)
• ICT impacts positively on educational performance in
  primary schools, especially in the native language, less
  in science, and not in mathematics (Machin, UK, 2006) 

•  ICT improves attainment levels of school children in
  native language (above all), in Science and in Design
  and technology, between ages 7 and 16, particularly in
  primary schools. ( Harrison, UK, 2002)

• Pupils, parents and parents consider ICT has a positive
  impact on pupils´ learning (Rambøll, Denmark, 2006)


                            !5
OECD on Impact of
          ICTs
• It is the quality of usage rather the amount of
  usage that defines the impact of ICT 

• PISA studies have shown correlations between
  ICT familiarity at home and PISA scores 

• No clear correlation between in-school ICT use
  and PISA score 

• Lack of models and longitudinal studies

                         !6
The Roads Ahead
• The Indicator Road: "Higher order benchmarks"

• The Assessment Road: narrow double
  assessment gap. ICT in formative assessment.

• The Comptetency Road: ICT for key
  comptetencies and 21st century skills

• The Social Road


                        !7
The Social Road

• Civics (Arabic Spring, DeforestAction)

• Social Cohesion

• Employability




                       !8
Thank you for listening




In times of change, learners inherit the earth,
 while the learned find themselves equipped
   to deal with a world that no longer exists

                             !9

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Impact of ICT in Education: Evidence and Future Direction

  • 1. Impact of ICT in Education: Evidence and Future Direction CoSN Annual Conference Washington, 6 March 2012 Øystein Johannessen Cerpus/Education Impact !1
  • 2. Outline • Approaches to impact analysys • What do we know about the effects of ICT? • The Road(s) Ahead • Slides at www.slideshare.net/oysteinj/ !2
  • 3. "Assessing the effects of ICT in education" !3
  • 4. Approaches to Impact • End point of intervention • Impact and assessing impact is often related to policy goals • Quantifying versus assessing impact • Axis: "Raising standards" vs "Assessing Learning" !4
  • 5. Some findings from EUN Impact Study (2006) • ICT impacts positively on educational performance in primary schools, especially in the native language, less in science, and not in mathematics (Machin, UK, 2006) •  ICT improves attainment levels of school children in native language (above all), in Science and in Design and technology, between ages 7 and 16, particularly in primary schools. ( Harrison, UK, 2002) • Pupils, parents and parents consider ICT has a positive impact on pupils´ learning (Rambøll, Denmark, 2006) !5
  • 6. OECD on Impact of ICTs • It is the quality of usage rather the amount of usage that defines the impact of ICT • PISA studies have shown correlations between ICT familiarity at home and PISA scores • No clear correlation between in-school ICT use and PISA score • Lack of models and longitudinal studies !6
  • 7. The Roads Ahead • The Indicator Road: "Higher order benchmarks" • The Assessment Road: narrow double assessment gap. ICT in formative assessment. • The Comptetency Road: ICT for key comptetencies and 21st century skills • The Social Road !7
  • 8. The Social Road • Civics (Arabic Spring, DeforestAction) • Social Cohesion • Employability !8
  • 9. Thank you for listening In times of change, learners inherit the earth, while the learned find themselves equipped to deal with a world that no longer exists !9