The New Millennium Learners Francesc Pedr

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The New Millennium LearnersFrancesc Pedró

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Contents

• Why is this project relevant?
• Main research questions
• Some preliminary findings
• Still pending
• Planned outputs in 2008

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Overarching issues

1. Are the NML a relevant phenomenon for educational
   policy-making?
2. Are our claims and analysis based on evidence?

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The relevance of NML

• Technology is shaping learners lives,

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The relevance of NML

• , except in education.

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Main research questions
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Two phases

• Demand side (current biennium)
• Define and observe what and who NML are
• Compare their emergence in OECD countries
• Analyse the educational challenges NML pose
• Supply side (suggested second phase)
• Collect evidence on educational innovations
• Discuss policy responses

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Are NML a case?

• Gender divide
• Stereotypes
• Do girls really fall behind?
• Matthew effect
• A second digital divide

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Inequalities in internet use
Significant relationships are marked in bolds.
The more frequent users their parents are, the
greater the likelihood of young people using the
internet for educational purposes
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Are NML a case?

• Gender divide
• Stereotypes
• Do girls really fall behind?
• Matthew effect
• A second digital divide

• Neither of them in current research

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Cognitive skills development
Social values and lifestyles

• Visual-spatial skills
• Non verbal intelligence
• Lack of evidence in other areas

• Media competition
• Socialisation in the third space
• Importance of videogames as threshold lowerers
• Stereotypes
• Violence/agression/authority?

Educational achievement
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It goes beyond safety
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Cognitive skills development
Social values and lifestyles

• Visual-spatial skills
• Non verbal intelligence
• Lack of evidence in other areas

• Media competition
• Socialisation in the third space
• Importance of videogames as threshold lowerers
• Stereotypes
• Violence/agression/authority?

Educational achievement

• No conclusive evidence
• Lack of appropriate methodologies
• Large longitudinal studies
• Large-scale experiments
• Unexplained phenomena

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Outputs in 2008

• Four main reports
• Connected minds
• Serious playing
• Looking for the invisible
• PISA 2006 on technology and performance
• International dissemination conference

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Still pending 2008

• The gender issue, June 2-3 Oslo (Norway)
• The second digital divide in education, ??

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Possible second phase

• Focus on a (very) limited number of outputs
• 2009
• Report on Technology in initial teacher training
• International conference on 1-to-1
• 2010
• Report on PISA 2009
• Bringing in learners voices?

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Common classroom activities
Q
Which three of the following do you do most often
in class?
Copy from the board or a book
52
Listen to a teacher talking for a long time
33
Have a class discussion
29
Take notes while my teacher talks
25
Work in small groups to solve a problem
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Spend time thinking quietly on my own
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Have a drink of water when I need it
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Talk about my work with a teacher
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Work on a computer
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Listen to background music
10
Learn things that relate to the real world
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Have some activities that allow me to move around
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Teach my classmates about something
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Create pictures or maps to help me remember
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Have a change of activity to help focus
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Have people from outside to help me learn
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Learn outside in my schools grounds
Base
All pupils (2,417)
Source Ipsos MORI
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Most preferred ways to learn
In which three of the following ways do you
prefer to learn?
55
In groups
By doing practical things
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With friends
35
By using computers
31
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Alone
From teachers
19
From friends
16
By seeing things done
14
With your parents
12
By practising
9
In silence
9
By copying
8
5
At a museum or library
By thinking for yourself
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From others
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Other
1
Base
All pupils (2,417)
Source Ipsos MORI
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Lessons learned

• Missing relevant research, not cumulative
• Empirical research focused on the negatives
• Lack of large-scale experiments and longitudinal
  studies
• What research is telling, does not get to
  teachers or parents

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Drawing on evidence
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Thank you