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TECHNOLOGY AS A CATALIST - OECD , „ICT and the Quality of Learning”, 2001

TECHNOLOGY AS A CATALIST - OECD , „ICT and the Quality of Learning”, 2001. In OECD countries , infrastructure and student competence does not contribute to the success of the reforms teacher attitudes, motivation and competence are more important

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TECHNOLOGY AS A CATALIST - OECD , „ICT and the Quality of Learning”, 2001

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  1. TECHNOLOGY AS A CATALIST - OECD,„ICT and the Quality of Learning”, 2001 In OECD countries, infrastructure and student competence does not contribute to the success of the reforms • teacher attitudes, motivation and competence are more important • reform-oriented educational institutions with dedicated and highly trained staff to be the first to introduce ICT successfully In Hungary, ICT infrastructure at schools played a more important part in educational reforms – ICT acted like theTroyan horse

  2. ICT in Education in Gypsy Schools,2003-2005 Aim: promote equity through introducing ICT-based teaching and learning methods in 10 primary schools in villages of Borsod-Abauj-Zemplén County, with 50% or more Gypsy student population, prepare students for secondary education and individual studies ICT enriched disciplines: Mother Tongue, Visual Arts, Science (Physics, Chemistry) Mathematics, Biology

  3. OECD,„Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003Case studies from 14 countriesMeta-analysis of IEA, PISA and SITES testing studiesInternational policy survey on the handicapped

  4. ICT at the service of formative assessment • Differentiated, adaptive, made to measure developmentrealised „at the click of button” • Multi-level registration of classroom processes • Immediate feedback of results • Elaboration of skills enhancement strategies, based on the results of assessment • Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

  5. EQUITY ISSUES IN HUNGARIANICTPOLICY • Tax deduction plan for families and teachers for PC rental, leasing and purchase • School of the Third Millennium Project: long term, subsidised loan for schools to reconstruct buildings • Software development and sharing: government sponsored software must be made available free of charge • Subsidised teaching projects, e.g.: Logo at telehouses, Romani LTL, ECDL, ICT for teachers

  6. EQUITY ISSUES AND ACADEMIC STANDARDS • Gaps in academic performance between high and low poverty students do not increase when all students have equal access to ICT. • Equal access to ICT leads to individualised instruction and an increase in learning performance of the less advantaged students, narrowing the performance gap • ICT use will lead to the same or higher academic standards in spite of low quality ICT materials. Standards depend on teaching not on courseware.

  7. TEACHING OBJECTIVES Develop cognitive abilities, communication and learning to learn skills through virtual learning environments, online databases, individualised tutorial and examination systems. and digital projects. Make students and teachers aware of the Gypsy cultural heritagethrough participation in national and international ICT projects

  8. Equity and ICT – evidence from research AndreaKárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu

  9. Effects of ICT on the development of skills and abilities Sample: Northern Hungary, miners’ villages, 10 schols, ages 13-15, N=290) Tests and tasks • Inductive thinking ability • Combinative ability • Reading and comprehension • Self regulated learning • Personality test • Background variables: SES, school achievement, parents” education

  10. Real time and Internet based collaboration for motivated, authentic practice Social, PC ownership and gender differences almost disappear during the school year - significantly so inICT enrichedlearning programmes

  11. Developent of inductive thinking skills in the pretest… …and posttest Grade

  12. Developent of combinative thinking skills in the pretest and posttest

  13. Developent of reading skills skills in the pretest and posttest

  14. Developent of inductive thinking skills in the pretest on class level Pretest Posttest Classes

  15. Developent of combinative thinking skills in the pretest on class level Posttest Pretest Classes

  16. Developent of reading skills in the pretest on class level Pretest Posttest Classes

  17. Frequency distribution of inductive thinking skills in the pretest and posttest on class level Az induktív gondolkodási képesség gyakorisági eloszlása az elő- és utómérésben Posttest Pretest 87% 62% Percentage points

  18. Frequency distribution of combinative thinking skills in the pretest and posttest on class level Posttest Pretest 52% 27% Percentage points

  19. Frequency distribution of reading skills in the pretest and posttest on class level Posttest Pretest 82% 41% Percentage points

  20. Gamma-values showing development

  21. AndreaKárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu

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