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The integration of information and communication
technologies (ICT) in education is affecting the educational systems in
multiple ways. Likewise ICT use in education influences the private life
of all educational actors in the sense that these are engaged in
innovative practices which require new methodologies, techniques and
attitudes. Most studies carried out, however, do not provide clear
information about the real effects and impact of ICT on the learner and
learning. This is especially unsatisfying for policy-making stakeholders
that aim at defining evidence-based strategies for effective ICT
implementation in terms of efficient use of resources. There is a lack
of comprehensive studies of the complex interactions between various
types of ICT implementation and the effects of other factors such as
school-based interventions, socio-economic status and expenditures. It
appears both, that firstly, we are in need of instruments which will
allow assessing and monitoring the state of use and changes affected.
Then, secondly, data are to be collected but the various sources and
gaps are not yet identified in a systematic manner. Ambitious
initiatives to explore the scope of influencing factors were already
carried out earlier. They provide a good basis for going one step
further and to design a systematic approach to identify the use of ICT
and its effects on all different levels and stages concerned.
The workshop was held from 27 to 28 April 2009, at
the Joint Research Centre, Ispra. It was carried out in cooperation with
OECD/CERI and FORTH/IACM. This collaboration strived to develop a
conceptual framework and indicators on assessing the effects of ICT and
intends to look into the various dimensions of ICT use and to discuss
possibilities to measure the effects of use of electronic media in
education. More specifically, it aimed at constructing a framework to
look at the relevant domains and interdependence between components
related to the ICT in educational processes from a holistic perspective
at a macro (government), meso (institution) and micro (individual)
level.
The main themes of the workshop were:
1.
Domains: What type of information is needed for analyzing the
effects from different levels - policy (macro), institutional (meso)
and individual (micro) and
2.
Variables: What are the indicators and criteria in each of the
domains identified and
3.
Measurement methodology: How they can they be measured at a
comparative level across individuals, institutions and countries and
4.
Evaluation: Which methods are appropriate for evaluating effects?
5.
Sources: Which data sources are available for identifying the use of
ICT (i.e. digital learning resources) and to what extent to they
contribute to our understanding on ICT effects?
Participating experts
constituted a mix of international policy-making and research. The
workshop seeked to contribute to a coherent and comprehensive conceptual
framework and models for the identification of effects related to the
use of ICT in education.
Main
Presentations
Session 1: The general context and policy perspective:
What are the new challenges education and policy have to meet? What
type of information do policy-makers need and what do they get relating
to the use of ICT (and management of resources) and how ICT are being
used? (Discussant: Marco Marsella, European Commission, DG
Information Society)
·
·
Robert Kozma (Taskforce Cisco, Intel, Microsoft):
The need to assess 21st century skills:
The rationale of the Cisco-Intel-Microsoft 21st Century Skills
Assessment Project
·
Øystein Johannessen (Ministry of Education, Norway):
In search for the Sustainable Knowledge Base: Multi-channel and
Multi-method?
Session 2 + 3:
Conceptual frameworks and models to study the effects of ICT in
education (Discussant: Heeok Heo, Sunchon National University /
Claudio Dondi, MENON)
·
Friedrich Scheuermann, Kathy Kikis, Ernesto Villalba
(European Commission, JRC, CRELL / FORTH):
Conceptual Framework on studying ICT effects in European education
·
Benat Bilbao, Francesc Pedro (OECD, CERI):
Model on assessing the use of ICT in education
·
Eugenio Severin (Inter-American Development Bank) :
The IDB draft conceptual framework for the construction of a common
inter-agency framework for OECD, UNESCO and World Bank
·
Dan Wagner (University of Pennsylvania) :
ICT4D M&E framework: An InfoDev/WorldBank approach to ICT in the United
Nations MDG context
Session 4 (Country / cultural context level):
What is needed in order to feed policies with information about the
use of ICT and its effects? (Discussant: Yves Punie, European
Commission, JRC, IPTS)
·
Roni Aviram (Ben-Gurion University):
No proven effectiveness, no sustainable change: Proposal for strategic
approach to the computerization of education on the basis of 30 years of
experience
·
Nancy Law (University of Hong Kong):
The Impact of ICT in Education Policies on Teacher Practices and Student
Outcomes: preliminary findings from a Hong Kong study
Session 5 (Institutional level): How can
educational management in institutions benefit from information about
ICT use. What are the data needed and used for the interpretation of
effects and for the discussion of consequences? (Discussant: Ola
Erstad, University of Oslo)
·
Roger Blamire (European Schoolnet):
Making ICT impact assessment useful at institutional level: some
approaches and indicators
· Hans
Pelgrum (University of Twente):
Monitoring of the use and impact of ICT in primary and secondary
education
Session 6 (Individual level): How to measure
effects on teaching and learning at the individual level?
(Discussant: Heiko Sibberns, IEA-DPC)
·
Tapio Varis (University of Tampere):
Learning competences needed in the digital environment
· Edys
Quellmalz (WestEd Math, Science, and Technology Program):
Assessing New Technological Literacies,
Video
Further Documents
·
List of Participants
·
Beñat Bilbao-Osorio and Francesc Pedró (OECD/CERI):
DLR Benchmarking and Impact Assessment. Conceptual framework for a
system of indicators.
Comparative
table on different studies analysing the impact of ICT in education.
·
Friedrich Scheuermann, Katerina Kikis & Ernesto Villalba
(CRELLL/FORTH):
A Framework for Understanding and Evaluating the Impact of Information
and Communication Technologies in Education
·
DELOS- Project Consortium:
Developing a European E-Learning Observation System, Working Document,
2nd DELOS Seminar
·
Wagner, Daniel A., Bob Day, Tina James, Robert B. Kozma,
Jonathan Miller and Tim Unwin. 2005.
Monitoring and Evaluation of ICT in Education Projects: A Handbook for
Developing Countries. Washington, DC: infoDev / World Bank.
Further Information:
Friedrich Scheuermann, European Commission - Joint Research
Centre (IPSC)
Centre for Research on Lifelong Learning (CRELL),
friedrich.scheuermann@jrc.ec.europa.eu
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