A Systems Approach To Digital Education - Unicef
A SYSTEMS APPROACH TO DIGITAL EDUCATION AN OECD PERSPECTIVE Paulo Santiago Directorate for Education and Skills, OECD UNICEF – Timor-Leste Conference Reimagine Education: ICT & Innovation in Timor-Leste Dili, 26-27 October 2020
A SYSTEMS APPROACH TO EFFECTIVE AND EQUITABLE USE of ICT in EDUCATION Governing and resourcing ICT in education Using ICT in education Developing capacity for ICT in education Monitoring ICT skills and the use of ICT in education
ARTICULATING DIGITAL SKILLS AS PART OF LEARNING GOALS GOVERNING AND RESOURCING ICT IN EDUCATION RESOURCING THE USE OF ICT GOVERNING THE USE OF ICT IN IN EDUCATION EDUCATION ESTABLISHING A DIGITAL INFRASTRUCTURE IN EDUCATION
ARTICULATING DIGITAL SKILLS AS PART OF LEARNING GOALS Curriculum to integrate digital knowledge and skills as part of learning goals o Digital competencies – for example: o Accessing, evaluating and managing information and data o Sharing information and communicating o Transforming and creating digital content o Problem solving in a digital context and computational thinking o Appropriate use of ICT (e.g. online security) o Mix of skills: capacity to understand the nature of algorithms, to make critical uses of digital technologies, be able to collaborate to solve problems using such technologies, and be resilient on line. Countries increasingly seek to integrate ICT across all curricular areas Digital skills as learning goals to be reflected in teacher competency frameworks – building teachers’ digital competence
GOVERNING THE USE OF ICT IN EDUCATION Digital strategies for education systems Digital education strategies tend to focus on ICT infrastructure (e.g. access to high-speed Internet connection; digital devices) and digital learning environments (e.g. access to quality learning resources or platforms), as well as addressing challenges related to fostering digital competence and bridging digital divides. Governance of ICT in education Who chooses ICT resources and how to use them? [e.g. central government, national agency to support ICT in education, local authorities, school autonomy for use of ICTs] Regulations for the use of ICT in education, e.g. protection of personal data, security issues, intellectual property/open access (license agreements) Partnerships with the private sector, including providers of ICT services [e.g. telecom sector and software resellers]; with civic society, NGOs and international agencies How to involve families and communities as partners in the use of ICT in schools?
ESTABLISHING A DIGITAL INFRASTRUCTURE IN EDUCATION Access to Internet and digital devices Coordination across areas of government, including local authorities What types of digital devices (e.g. computers, laptops, tablets, interactive whiteboards)? Are ICT resources targeted directly at students or channeled through schools (or specific types of schools)? [e.g. one-to-one laptop and tablets programs] Digital learning environments What resources for classroom learning? What learning platforms? [e.g. sharing learning materials, collaborative platforms, e-library] Selecting providers Efficient public procurement procedures Accounting for renewal, update and maintenance
RESOURCING THE USE OF ICT IN EDUCATION Overall level of resources invested in ICT for education o What are the trade-offs when investing in different types of ICTs over other types of resources? [Timor-Leste has other infrastructure needs, including need for more classrooms] o What are the funding sources? Differential access to technology raises equity-related issues (e.g. socio-economic background; special needs; cultural and language minorities; gender; migrant status; remote/rural areas) – important to reduce digital gaps Distributing ICT resources according to the needs of students and schools (account for students’ characteristics), including targeted support programmes (e.g. laptops) How are ICT resources distributed between different education levels, across different groups of students or types of schools?
DIGITAL TECHNOLOGY TO SUPPORT STUDENT LEARNING DIGITAL TECHNOLOGY TO IMPROVE EDUCATION MANAGEMENT DIGITAL TECHNOLOGY AS A TOOL TO SUPPORT TEACHERS USING ICT IN EDUCATION
DIGITAL TECHNOLOGY TO SUPPORT STUDENT LEARNING (1) Digital technologies expand access to countless learning resources and can transform teaching and learning practices in schools. They have the potential to improve learning but can also hinder learning Access to digital devices and Internet Enhancing the availability of ICT infrastructure and Internet connectivity has been at the core of digital strategies in education but simply expanding access to ICT resources in schools is insufficient to enhance student performance (but improves computer usage and computer proficiency). Computer-assisted instruction (or educational software) Computer-assisted instruction has displayed mixed effects, with more promising results for interventions that target math rather than languages, particularly in developing countries Educational software grants more opportunities for personalising instruction that allows targeting students’ specific needs Combining online and in-person instruction can work as well as traditional in-person only classes, which suggests blended learning may be a cost-effective approach for delivering instruction [particularly in contexts of a lack of qualified teachers]
DIGITAL TECHNOLOGY TO SUPPORT STUDENT LEARNING (2) Online laboratories Online laboratories give the possibility to perform simulations of scientific experiments and have been associated with positive outcomes in terms of students’ understanding of science Technology-enabled collaboration Technology provides new means for enhanced collaborative learning, whether across long distances or between students of different cultures Emerging technologies: Artificial Intelligence Although still emerging and used in local or experimental contexts, the rise of Artificial Intelligence has brought new opportunities for personalising learning and learning materials (e.g. virtual adaptive tutoring), supporting students with special needs, predictive analysis to reduce dropout, and assessing new skillsets.
DIGITAL TECHNOLOGY TO SUPPORT STUDENT LEARNING (3) Digital technology to support specific groups of students Digital technology based on personalisation features (e.g. educational software that adapts to students’ needs) hold also great potential for inclusion – some studies find evidence that ICT interventions benefit lower performing students more. Students with special needs (e.g. disabilities) Students in remote locations [e.g. rural areas] Multigrade classes [typical in rural areas] Cultural and language minorities [students whose mother tongue is not Tetum or Portuguese] Digital technology to communicate with school community and parents Information about learning progress of students Strategies to re-engage out-of-school children
DIGITAL TECHNOLOGY TO SUPPORT STUDENT LEARNING (4) Overall effect of digital technology The impact of digital technology on academic performance depends on whether such technology is used as a substitute or a complement to traditional instruction, and if it is used as a substitute, of the quality of the traditional method it substitutes. Technology displays the largest effect sizes when used as an amplifier for teaching. The use of such technology in schools may improve students’ performance more in developing countries than in developed ones if it replaces traditional instruction of lower quality or compensates for a lack of teachers. ICT is more efficient when it assists teachers and the way it is blended into teaching and learning practices is crucial for ensuring that its use can lead to better student outcomes. Teachers’ skills and capacity to make a critical use of ICT in the classroom are key for their own students’ ability to make the most out of new technologies.
DIGITAL TECHNOLOGY AS A TOOL TO SUPPORT TEACHERS (1) The use of ICT in the classroom was not widespread before the Covid-19 crisis. Training in ICT skills for teaching, teachers’ attitudes towards ICT, teacher self-efficacy and collaboration with other teachers matter for teachers’ use of ICT in their teaching practices. Incentives to reward the use of ICT in creative ways or wider innovation strategies in education systems can play a role in teachers’ use of ICT SHARE OF TEACHERS USING ICT FOR STUDENTS’ PROJECTS OR CLASS WORK Frequently/always use ICT for class work (2018) Use ICT for class work (2018) % 100 % 80 60 40 20 0 Source: TALIS (2018)
DIGITAL TECHNOLOGY AS A TOOL TO SUPPORT TEACHERS (2) New technologies can also support teachers in classroom assessment for formative or other types of assessment at the individual level Outside the classroom, teachers can use ICT at work in a variety of activities: Prepare lessons Communication and information sharing (e.g. with parents) Harnessing educational data for better teaching Digital technology for professional collaboration and knowledge sharing Adaptive assessment; assessment of complex skills (using simulations, virtual labs); e-portfolios of student work; assessment for students with special needs; real-time feedback Formal and informal teacher communities can be useful at enhancing supportive and collegial professional practices and be valuable sources of professional learning Digital technology for teachers’ professional learning New forms of delivery (online or blended forms) in digital platforms – already available in Timor-Leste through the Professional Learning and Mentoring Program Blended (learning) environments appear to be more beneficial to teachers than purely virtual ones
DIGITAL TECHNOLOGY TO IMPROVE EDUCATION MANAGEMENT Digital technologies improve decision-making in education systems, as data creation and collection expands At the system level: Development of education management information systems (EMIS) - collection of data on students, teachers, schools and their performance over time to be used at different levels of the system Information portals for the generic public with information about education delivery in the country ICT substantially increase the ability to collect, store, process and analyse data (potential of big data and learning analytics) At the school level: Digital systems for school management (administration, financial, human resources) Integrating data systems and learning management systems for schools to use in their developmental plans – the potential of learning analytics Tools such as school self-evaluation models or templates for formative teacher appraisal
PROVIDING GUIDANCE AND DEVELOPING TOOLS AT THE SYSTEM LEVEL DEVELOPING CAPACITY FOR ICT IN EDUCATION SUPPORTING SCHOOLS IN USING DIGITAL TECHNOLOGY PREPARING TEACHERS TO USE DIGITAL TECHNOLOGY
PROVIDING GUIDANCE AND DEVELOPING TOOLS AT THE SYSTEM LEVEL The use of ICT in schools could be coordinated by a central agency – with responsibility for Coordination of ICT activities in the education system Technical leadership (e.g. selection of learning resources, technical support to schools – ICT advisors for schools) Capacity building for use if ICT in education (e.g. training) Monitoring the use of ICT in the education system A range of resources can be made available at the system level: Digital learning platforms [e.g. Eskola Ba Uma in Timor-Leste] Student assessment tools for diagnostic and formative evaluation Training materials to improve ICT skills
PREPARING TEACHERS TO USE DIGITAL TECHNOLOGY The teaching profession is at the core of the integration of ICTs in the classroom – and therefore teachers’ digital competence is essential in seizing the benefits of new technologies for learning Countries have been tackling the need for ICT training through a range of policies (e.g. compulsory training, curriculum of initial teacher education, or national competency frameworks for teachers). Both participation in and the quality of ICT-related training activities matter for enabling teachers’ reliance on ICT and ICT-related self-efficacy % of students in schools whose principal agreed or strongly agreed that teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction %1 Average Disadvantaged school Advantaged school 0.8 0.6 0.4 0.2 0 Source: TALIS (2018)
Training in ICT skills for teaching makes a difference for teachers’ ICT use and self-efficacy Effects of each variable on teachers’ frequent use of ICT for students’ projects/class work OECD LAC Use of ICT for teaching included in initial teacher education Felt well/very well prepared for teaching using ICT (after initial teacher education) ICT skills for teaching included in professional development High professional development needs in ICT skills for teaching Self-efficacy in instruction index Professional collaboration in lessons among teachers index Shortage or inadequacy of digital technology hinders instruction quite a bit/a lot Insufficient Internet access hinders instruction quite a bit/a lot -0.06 -0.04 -0.02 0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 Source: TALIS (2018)
SUPPORTING SCHOOLS IN USING DIGITAL TECHNOLOGY Investing in the leadership of schools is key to the development of schools – including for the use of ICT at school, as part of pedagogical responsibilities of school leaders At the school level A degree of autonomy for schools facilitates innovation at the school level, including in using digital technologies Digital strategies for teaching and learning to be part of school development plan, with implications for the school’s teachers’ professional learning ICT coordinator at the school level to support teachers in their ICT activities External support Schools can benefit from central support for ICT use, including services from a central ICT agency [e.g. ICT advisors] and as part of external evaluation School evaluation external agency to identify good ICT practice and disseminate it across the system
MONITORING ICT SKILLS and THE USE OF ICT IN EDUCATION ASSESSING DIGITAL SKILLS AS LEARNING GOALS MONITORING THE DIGITAL GAP ASSESSING THE IMPACT OF THE USE OF ICT IN EDUCATION
MONITORING ICT SKILLS and THE USE of ICT in EDUCATION Assessing digital skills as learning goals Develop assessments to determine whether objectives for ICT learning are achieved Review ICT skills of teachers Assessing the impact of the use of ICT in education Systematic programme/policy evaluation of ICT interventions to assist policy planning Evaluate ICT-based programmes, with adequate collection of evidence Consider piloting, experimentation and product-testing before scaling up ICT-based programmes Monitoring the digital gap Monitor the access to digital technologies by student group to monitor inequalities of access Inequalities between students also concern how they use digital tools and the benefits they can derive from their uses – so monitoring actual use and benefits is also important Also important to monitor the digital divide between boys and girls (the ‘gender gap’) with regard to STEM education - to further decrease the gender gap in the technology sector This requires strategies to collect data at student individual level, including contextual information
Obrigadu barak! Contact: paulo.santiago@oecd.org OECD Education Website: www.oecd.org/education Digital platform with all data and analytical results from OECD’s work on education: http://gpseducation.oecd.org/ Main sources for this presentation: Minea-Pic, A. (forthcoming), “ICT resources in school education: What do we know from OECD work?”, OECD Education Working Papers, OECD Publishing, Paris. Minea-Pic, A. (forthcoming), “Using ICT to support teachers’ professional learning”, OECD Education Working Papers, OECD Publishing, Paris. van der Vlies, R. (2020), “Digital strategies in education across OECD countries: Exploring education policies on digital technologies”, OECD Education Working Papers, No. 226, OECD Publishing, Paris, https://doi.org/10.1787/33dd4c26-en. Vincent-Lancrin, S. and R. van der Vlies (2020), “Trustworthy artificial intelligence (AI) in education: Promises and challenges”, OECD Education Working Papers, No. 218, OECD Publishing, Paris, https://dx.doi.org/10.1787/a6c90fa9-en.
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