Impact of ICT in Education: Evidence and

Future DirectionCoSN Annual Conference Washington, 6 March 2012

Øystein Johannessen Cerpus/Education Impact

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Outline

• Approaches to impact analysys

• What do we know about the effects of ICT?

• The Road(s) Ahead

• Slides at www.slideshare.net/oysteinj/

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"Assessing the effects of ICT in education"

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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"

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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)

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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

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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

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The Social Road

• Civics (Arabic Spring, DeforestAction)

• Social Cohesion

• Employability

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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

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