ICT Culture in Hungarian Education

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ICT Culture in Hungarian Education
Andrea Kárpáti karpatian_at_axelero.hu Eötvös
University, Budapest UNESCO Centre for ICT in
Education
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Number of PCs, 2002
Hungary10
Source OECD
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Regional differences in PC ownership, Hungary,
2001
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Internet use in Hungary and Europe
Computer supply and Internet connectivity at
schoolsin Hungary and the EU
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ICT equipment purchases in the Hungarian
Schoolnet Express Program 30 June 2003 - 18
September 2003
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Internet users in 2002 ( of population)
Hungary 16
Source OECD
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Internet and PC access at home
Swedish model
Hungarian case
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TECHNOLOGY AS A CATALIST OECD, ICT and the
Quality of Learning, 1999-2001

• In OECD countries, infrastructure and student
  competence does not contribute to success of
  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 the initiation of
  educational reforms - acted as Troyan horses

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SOME RESULTS OF THE ICT USE TESTS

• Social, PC ownership and gender differences
  almost disappear during the school year -
  significantly so for experimental groups
• Home PC owners do better at 1. test ONLY
• Database and spreadsheet are not taught, not
  used, not known - limitations of whiz kid myth
• Reading skills influence performance
• Visual communication skills affect graph reading
• Most difficult items for Hungarians graph
  reading, judging usefulness of Internet site -
  practical skills
• Culturally problematic item identifying best
  source of information for foreign word

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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.

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The Schoolnet Express

• Hardware and Software
• Tax relief for ICT equipment
• Aim tripling the number of PCs in homes
• Internet Access
• Aim Broadband Internet access at schools by 2005
• Skills and Competencies
• Provoking the teachers to use ICT tools
• Digital Content Provision
• Intellectual infrastructure for paradigm change
  in education

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Connected schools by the end of 1998
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Connected schools by the end of 2002
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Connected schools by the end of 2005
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Skills and Competencies

• Shift in teaching content informatics as a
  profession ? digital culture
• Grades 4-6 digital literacy
• Grades 7-9 digital culture, life skills
• Benefits for teachers salary raise, free PC and
  training ? must innovate
• Get out of the labs and conquer the classrooms!

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Content Provision

• Community of knowledge builders the DIGITAL
  TEACHING MATERIALS DATABASE http//www.sulinet.h
  u/tart/alkat/ap
• NATIONAL DIGITAL ARCHIVES of Images, Films and
  Texts museum collections and oeuvres of
  Digital Immortals on the Internet
  http//www.neumann-haz.hu/digital/
• Connected databases of teaching intellectual
  infrastructure for paradigm change in education

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The Hungarian OECD Partner Project Innovation
Development

• ICT - enriched curricula in mathematics, physics,
  foreign languages (2000/2001) biology, chemistry,
  visual arts/art history (2001/2002)
• Age groups 13, 15 and 17 years
• Sample 57 Hungarian primary and secondary
  schools with exemplary and average ICT use
• Teacher training courses school-based training,
  manuals with CD, video documentaries, online
  database syllabus lesson plans
• Results increased learning performance,
  motivation, positive attitudes towards science
  and ICT

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Teachers Manuals on ICT in Mathematics, Physics,
Languages, Chemistry, Arts, Biology
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EQUITY ISSUES IN HUNGARIANEDUCATIONAL ICT POLICY

• 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

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Bridges Over the Digital Gap

• Longitudinal monitoring studies needed to justify
  expenses and channel innovation efforts.
• PIRLS Reading Comprehension Study frequent
  computer users understand texts better
• IEA-SITES2 low achievers and high poverty
  students profit most from ICT-supported
  instruction (Kozma, 2003)
• OECD Promoting Equity Through ICT project
  Hungarian Study closing the social gap
  digitally

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Real Walls Down Virtual Walls Up? An
Initiative of the Hungarian Minister of
Education, Dr. Bálint Magyar

• Sharing EU and national state financed
  educational software and content
• Common core curriculum content a chance to share
  educational materials
• Network of regional clearinghouses expert
  screening, field testing, adaptation
• A model for monitoring and sharing in Hungary

www.om.hu/glf2003
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Decreasing Inequality Through ICT-based Education

• E-tolerance
• Computer-supported education in kindergartens
• Developing basic skills of Romani (Gypsy)
  students through ICT in primary schools
• Digital secondary grammar school for
  minorities

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OECD Equity Project in HungaryGypsy School ICT
Project, 2003-2005

• Aim promote equity through introducing ICT-based
  teaching and learning methods in 10 primary
  schools in villages of Borsod-Abauj-Zemplen
  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,

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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 heritage through participation
in national and international ICT projects
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Andrea Kárpáti karpatian_at_axelero.hu Eötvös
University, Budapest UNESCO Centre for ICT in
Education