Innlegg "In Search for the Sustainable Knowledge Base: Multi-channel and Multi-method?" holdt på International Research Workshop "Assessing the Effects of ICT in Education", Ispra (Italia), 27042009

1. In Search for the Sustainable
Knowledge Base: Multi-channel and
Multi-method
Deputy Director General
Øystein Johannessen
Norwegian Ministry of Education and Research
International Research Workshop
Ispra 27042009

2. Structure of presentation
• Policy backdrop: Why ICT in
Education?
• Effects of ICT in Education: What have
we learnt from R&D?
• Knowledge Base: Multi-channel and
Multi-method?
• The Road Ahead: A Systemic
Approach to Benchmarks
Norwegian Ministry of Education and Research
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3. Why ICT in Education?
• To support economic growth
• To support social development
• To advance education reform
• To support educational management and
accountability
• (Kozma 2008)
Norwegian Ministry of Education and Research
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4. Why ICT in Ed? Pedagogical and policy
approach
• Learning outcome and learning strategies
• Personalisation
• Variation of teaching methods
• Home – school collaboration
• Bridge education and home/leisure 
relevance
• Policy: The Norwegian Case
– Learning more and better
– Completion of upper secondary education
– Well-being and social development
Norwegian Ministry of Education and Research
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5. Norwegian Ministry of Education and Research
Becta, Learning in the 21st century
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6. What have we learnt from R&D?
• Search for causality and statistical significance
• Output, outcome and impact (Impact 2, 2002)
• Impact 2: ICT leads to statistically significant
improvements of educational attainment in
some subjects.
• OECD: Interesting correlations regarding use
of ICT and PISA scores
• eLearning Nordic 2006: All stakeholder groups
state that ICT has a positive impact on pupils’
learning
• R&D on patterns of use and across the
spectrum of learning technologies
• Perceived impact ------- Causality and
stastistical significance
Norwegian Ministry of Education and Research
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7. Some challenges: Asking the right questions
It is the quality of ICT usage, rather than
necessarily the quantity, that will determine
the contribution that these technologies make
to students outcome. (OECD/PISA)
• How can we further improve the impact of ICT in
education?
– Are there special kinds of computer usage that
raise performance?
– What about teacher education and background?
• How can we improve ways of utilizing ICT in
education by listening to practitioners?
– How can we provide them with a voice?
– Does research back the voice of the
practitioners?
Norwegian Ministry of Education and Research
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8. Multi-channel: ICT in Education covers a
range of areas
• Infrastructure development
• Teacher training
• Technical support, both in terms of assistance
to teachers to connect hardware and software
and also to help them integrate ICT across all
curricula subjects
• Pedagogical and curricular change
• Content development
• (Kozma, 2008)
Norwegian Ministry of Education and Research
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9. Hierarchy of benchmarks?
• First order benchmarks: Access
• Second order benchmarks:
– Patterns of use
– Amount of use
• Third order benchmarks: Effects, Impact
Norwegian Ministry of Education and Research
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10. Case: ITU Monitor 2007
Norwegian Ministry of Education and Research
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11. Multi-channel knowledge base a necessity
• Monitor access and patterns of use.
Technological and cultural diversity is a
challenge.
• Gender is still an issue
• Benchmarking of digital learning resources.
Need to break new ground
• PISA: Repeat ICT analysis and improve ICT
Familiarity Questionnaire (!!). Is PISA able to
capture the use of ICT in subjects?
• Test methodologies for reviewing pupils’
digital literacy – in or across subjects.
• -----------------------
• But is this enough?
Norwegian Ministry of Education and Research
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12. Multi-method?
• We need to combine quantitative and qualitative
methods. NB: Indicators are not our only source of
information.
• Can the methods be improved? Need for more
ethnographic research and testbed studies
• What can we learn from the learners themselves?
• Input from school use only?
• Research should focus on third order
benchmarks.This is where innovation is needed
• Underlying research-based concepts and models
must find an equilibrium between simplicity and
complexity.
Norwegian Ministry of Education and Research
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13. The systemic challenges
• What are we looking for? ICT embedded in
pedagogical practice!
• Education is a battle ground for a number of
good causes. The educational community feels
the strain of reporting.
• Need for international collaboration for
development of common benchmarks.
• Pertinent topics must be addressed and the
spectrum of benchmarks (1st-3rd order) must
be achieved. DLR is a good case.
• This is a partnership between policy, research
and practice. Methodological AND political
validity?
Norwegian Ministry of Education and Research
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14. Our common challenge
To develop the
educational system
our children
deserve and need
Norwegian Ministry of Education and Research
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