JANUS Workshop Progressing the Information Society: The role of government

2. Presentation Use of ICTs in education Best practices of ICTs in educational innovation (CERI, OECD) ICT: Policy challenges for education Scenario building

3. ICTs, economy and society ICTs are transforming OECD economies and societies. Have contributed to economic growth; Are engines of changes in business: Changes in the structures of firms Changes in the organisation of work Changes in the way transactions are carried out They are integrating in social and individual daily practices but there are still important inequities in access and usage.

4. ICTs in education The education sector is faced with similar challenges as those of industry, in structure, organisation and educational contents. Similar inequities as in the economy and society, but education system can help to reduce them. Highest use of computers: Young people High investment of ICTs in education Distance education has grown: estimate of rise from 710 000 students in 1998 to 2.2 million in 2002

5. Computers per 100 students Growth in the number of PC per 100 students, all levels (1999)

6. Students and computers (PISA, 2000)

7. Computer use at home or school (PISA, 2000)

8. Index of computer use (PISA) Index of computer use varies by country

9. Frequency of computer use (PISA) Frequency of use for school work varies by country

10. Gender perceived ability of use (PISA) Girls self perception of computer skills lower than boys

11. Use of ICTs in education (PISA) 75% of 15 year old students have a computer and 50% access to internet and software at home. On average, 13 students share a computer, although there are wide variations according to countries, regions and schools in OECD countries. A third of students use computers for their schoolwork at least once a week; 22% between once a week and once a month. Use is lower for schoolwork in some lower per capita income countries.

12. Lack of computers hinders learning (PISA) School principals who report that learning is hindered to some extent by lack of computers

13. ICTs, access and use (PISA) Use of computers is spread between school and home. Access and use is very different by countries. In some countries, use at school compensates for lack of resources at home. This data provides an idea of the changes in the integrations of computers for learning at school. But lack of key data on the use of ICTs in the education process: Use in management of educational institutions; Use by teachers and use in education process�

14. ICTs and educational innovation Internacional comparative study on ICTs and organisational change in education (CERI, OECD). Objective: To understand the relationship between ICT and educational reform and innovation. 94 good practices in 23 countries selected because of innovations and investment in ICT. Main conclusions: ICTs are tools to carry on planned education innovations. They do not replace traditional education. Integration of ICTs in education render basic skills and teachers knowledge even more important.

15. ICT and educational innovation Are they engines of change? Technologies favour prepared institutions; ICTs don�t act as engine by themselves; They are tools to carry on planned education innovations; Direction of change must be previously defined and personnel be prepared for changes; In most cases, ICTs act as support for planned school improvements for teachers or administration.

16. ICT and educational innovation Most innovations arose because of strategies to solve school problems: School survival Low academic achievement Independent studies Preparation for work Development of IT skills. Strategies adopted: Curricular change or improvement Improvement of access to education (anytime anywhere) New learning methods Reforms of school organisation Improvement of personnel support.

17. ICT and educational innovation Successful application depends on: Infrastructure (equipment, internet conection, technical support) Teacher and student skills and support School context �User friendly� infrastructure Pedagogical skills of teachers and integration of ICTs in curriculum Training and development programs to teach ICTs and pedagogical skills with ICTs Barriers to adoption: lack of opportunities for development during working hours, teacher resistance, limited infrastructure.

18. ICT: Policy challenges to education New OECD activity to analyse from a policy perspective the policy challenges ICT poses for education The context: High investments in educational ICT But uncertain returns in: Better teaching Wider access Improved outcomes More equitable outcomes

19. ICT: Policy challenges to education

20. ICT: Policy challenges to education ICT: Policy challenges for education themes: ICT and policies for inclusiveness and equity ICT and educational resource policies ICT and teacher policies ICT and education�s institutional and regulatory frameworks 22 countries are participating.

21. ICT: Policy challenges to education Methodology Some shared labour; some division of labour A diverse methodology: Workshops and seminars Expert papers Scenarios Site visits and study groups Policy as implemented, not only as described

22. ICT: Policy challenges to education A strong forward looking element: Not attempt to describe present policies, but adopt a forward-looking approach (scenario building). Valuable experience: schooling for tomorrow (OECD, 2002). Valuable tool for countries to clarify main directions and strategic options for effective use of ICT in schooling. Importance of adopting this approach in education.

23. ICT: Policy challenges to education Scenarios: Develop alternative scenarios of the integration of ICT in education systems. Include the main themes: Resources implication of having access to ICT when and where needed and for ICT in school management. Teachers: impact of ICT in teachers� work. Institutional issues: how ICT may impact the institutional and regulatory frameworks of education. Clarify dimensions. Identify large driving forces (economic, social and political).

24. ICT: Policy challenges to education Scenario development: Use of OECD resources: Country delegates and knowledge base. Strength is comparative perspective. Meetings, workshops and e-discussion groups. Use of thematic advisory committees. Time frame: very important. Final objective: Help our constituents look into their future and make key decisions on how to best invest in ICT for improved educational outcomes.

26. Bibliography ICTs, access and use in education OECD (2002), Education at a Glance, Paris, http://www.oecd.org/els/education/eag2002 www.pisa.oecd.org Good practices in 22 countries (CERI) Venezky and Davies (2002), �Quo Vademus, the transformation of schooling in a networked world�, OECD/CERI. http://www.oecd.org/els/education/ (ceri objective 2.b) Schooling for tomorrow scenarios (CERI) OECD, 2001, �What future for our schools?�, Education Policy Analysis, Paris. OECD, 2001, Schooling for tomorrow: Trends and scenarios, Paris. www.oecd.org/els/education/