The emerging paradigm for lifelong learning, quantitative and qualitative data from:

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The emerging paradigm for lifelong learning,
quantitative and qualitative data from

• The IEA Second International Technology in
  Education Study (SITES)
• by
• Hans Pelgrum, University Twente

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Content of presentation

• Professional background
• Background of current ICT studies
• Role of ICT in education
• The information society, education and ICT
• Need for (curriculum) indicators and deeper
  insight into innovations
• SITES Modules 1,2,3 overview
• SITESM2006 and EU-policies
• Conclusions

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Professional background assessment, monitoring
and ICT

• IEA
• Dutch Mathematics and Science assessments-1980-198
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• Computers in Education Study-1989-1993
• SITES-school survey 1997-1999
• SITES-case studies 1999-2002
• SITES-school, teacher, student surveys
  planning/funding phase
• TIMSS-sec. Analyses (2002) high ICT use?lower
  scores?
• EU
• European network Assessment, Effectiveness,
  Innovation 1995-1999
• Multimedia technologies in schools
  Euro-parliament 1998
• Methods of Educational monitoring 1996
• OECD
• Paper on possible directions international
  assessments ICT 2001
• Pilot testing ICT and quality of learning 2000
• Sundries
• Teacher training Using the Web in Education
  Hungary, Netherlands, Poland. Extension
  Bulgaria, Latvia, Lithuania, Slovak Republic
  2001-2002

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Background/Context of current international ICT
studies

• Role of ICT in education
• The information society, education and ICT
• Need for (curriculum) indicators and insight in
  realistic possibilities for innovation

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SITES Modules (see also www.iea.nl)

• Module-1 (quantitative little qualitative) a
  snapshot picture (school-survey) of the situation
  regarding ICT in education (1998-1999)
• Module-2 (qualitativelittle quantitative)
  observations of innovative practices in selected
  schools (1999-2002)
• Module-3 a repeat of Module-1 to determine
  changes across time and an assessment of
  readiness of teachers (2004-2007).

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Countries in M1 and/or M2

• Africa South Africa
• Asia Pacific Australia, China Hong Kong,
  Chinese Taipei, Japan, Korea, New Zealand,
  Singapore, Thailand
• Europe- Central and East Bulgaria, Czech
  Republic, Hungary, Latvia, Lithuania, Russian
  Federation, Slovenia, Slovak Republic
• Europe-West Belgium-French, Cyprus, Denmark,
  Finland, France, Germany, Iceland, Italy,
  Luxembourg, Netherlands, Norway, Portugal, Spain,
  United Kingdom
• Middle-East Israel
• North America Canada, USA
• South America Chile
• Only M1

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Topics for indicators in Module-1

• Curriculum ICT-related objectives of the school,
  Presence of types of teaching and learning
  practices, ICT attainment targets, Realization of
  ICT-related objectives, Use of e-mail/WWW for
  instructional purposes, Percentage of
  students/teachers using WWW, Internet-related
  activities of students. Use of technology
  applications by students
• Infrastructure Needs and priorities, Perceived
  obstacles, Expenditures, Software, Maintenance,
  Number and types of computers, Operating systems,
  Processor types, Hardware- Access to e-mail/WWW,
  Existence and content of Web home page, Number of
  computers not in use, Availability of
  peripherals, Availability of software types,
  Availability of software for school subjects,
  Hardware- and software-related obstacles
• Staff Development Prescriptions regarding
  training of teacher in the school, Attendance by
  teachers, Expenditures on staff development,
  Types of internal information exchange,
  Availability of in-house/external training
  courses, Self-assessment of ICT skills
• Management and organization Existence of written
  policies on ICT, Priorities for external support,
  ICT-related policy measures, Principal attitudes
  towards ICT, Use of ICT for administration/monitor
  ing, Technical support infrastructure, Priorities
  for external support
• Innovative practices Most satisfying ICT-related
  learning activities experienced

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Module-2 overview

• Participants and international consortium
• Case selection process (after national formation
  and nomination of cases)
• Case study process (protocols, procedures,
  formats)
• Resulted in 174 cases all coded on general
  characteristics
• Selection, in-depth analysis and write up

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SITES2006 overview

• Conceptual focus on pedagogical practices (see
  initial framework)
• International coordination consortium Univ.
  Twente (ICC), University HongKong, IEA-DPC
• School surveys (n400) and teacher surveys (math
  and science n1600)
• Try-out online data collection
• Currently start-up phase
• Expected participation 20 countries

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SITESM3 and EU policies

• Can IEA serve EU information needs?
• What do the current EU reports say?
• What can SITES contribute?
• What can other international studies contribute?
• EU can influence SITES2006

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Conclusions

• Case reports examples of best practices
• Short term also use PISA, TIMSS, PIRLS
• Optimize M3 to inform EU policies regarding,
  e.g.
• Infrastructure
• Curriculum reform and quality
• Training
• Equity issues

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Addendum Quantitative indicators of innovative
practices in Module-1

• M1 Literature review? operationalisations
  (extent to which present)
• Students developing abilities to undertake
  independent learning
• Providing weaker students with additional
  instruction
• Organizing teaching and learning so that
  differences in entrance level, learning pace, and
  learning route are taken into account
• Students learning to search for information,
  process data, and present information
• Students being largely responsible for
  controlling their own learning progress
• Students learning and/or working during lessons
  at their own pace
• Students involved in cooperative and/or
  project-based learning
• Students determining for themselves when to take
  a test
• Students learning by doing
• Combining parts of school subjects with one
  another (multidisciplinary approach)

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M1 conclusions

• Before summarizing the statistics regarding the
  curriculum indicators it should be pointed out
  that, at this stage of SITES, one needs to be
  cautious with regard to the interpretation of the
  indicators of pedagogical paradigms. These
  indicators seem to have face validity, and factor
  analyses showed the empirical tenability of the
  distinction between the emerging and
  traditionally important practices. However, the
  construct validity of these indicators has not
  yet been investigated in depth. Therefore it is
  not known yet if, for example, the indicator of
  emerging pedagogical practices really reflects
  the extent to which schools have implemented a
  curriculum that is focused on student-centered,
  active, and autonomous learning. (Pelgrum, 1999,
  page 91)

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Addendum Questions

• How can M2 help in understanding validity of
  M1-indicator?
• Is it possible to increase the measurement range
  by adding items?

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M2 case positions in M1 distributions
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M1-M2 emerging paradigm indicatorlongitudinal
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Addendum New items

• Students learn search strategies to find diverse
  types of relevant information
• Students learn to assemble, organize and
  integrate information
• Students learn to critically evaluate the
  validity and worth of information obtained from
  their searches
• Students present work using several forms of
  presentation, e.g., text, visual, verbal, and
  electronic
• Students involved in collaborative activities
  where the outcomes are based upon interdependent
  work
• Students assigned projects that require several
  persons working together for an extended period
  of time
• Students have some authority to decide what
  topics to study
• Teachers assign problems where student selects
  types of evidence and appropriate reasoning for
  the solution
• Students engage in intellectual discourse to
  exchange information and jointly solve problems.
• Students learn to critically evaluate the bases
  of knowledge and the logical structure of
  deductions and inferences made about this
  knowledge
• Students are encouraged to engage in
  self-reflection about the consequences of the
  research strategies they use

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Addendum Conclusions

• Many innovative cases available for analysis
• This set of cases will provide insight in best
  practices from Europe, Asia and North America
• M2 very valuable for providing input to M3