10. More computers at school is negatively
related to evolution of math performance
10
11. Change in the science score per unit increase in the number of
computers per student after accounting for students' and
schools' socio-economic profile (PISA 2015)
-20
-15
-10
-5
0
5
10
Austria
Israel
Mexico
Estonia
SlovakRepublic
Denmark
Poland
CzechRepublic
France
Spain
Switzerland
Germany
Iceland
Australia
Finland
Chile
Hungary
Japan
Luxembourg
Turkey
NewZealand
Belgium
UnitedStates
Slovenia
Portugal
OECDaverage
Sweden
Canada
Latvia
UnitedKingdom
Norway
Italy
Ireland
Netherlands
11
14. Fig II.3.3Teachers' needs for professional development
0 10 20 30 40
Knowledge of the curriculum
Knowledge of the subject field(s)
School management and administration
Pedagogical competencies
Developing competencies for future work
Teaching cross-curricular skills
Student evaluation and assessment practice
Student career guidance and counselling
Approaches to individualised learning
Teaching in a multicultural or multilingual setting
Student behaviour and classroom management
New technologies in the workplace
ICT skills for teaching
Teaching students with special needs
Slovak Republic Average
Percentage of lower secondary teachers indicating they have a high
level of need for professional development in the following areas
Barriers: teachers need high professional skills
TALIS 2013
14
16. 41.738.99
100 80 60 40 20 0 20 40 60 80 100
Poland
Ireland
Slovak Republic
Estonia
Korea
United States
Austria
Czech Republic
Average
Flanders (Belgium)
Japan
England/N. Ireland (UK)
Germany
Canada
Australia
Denmark
Norway
Netherlands
Finland
Sweden
Level 2
Level 3
Young adults (16-24 year-olds) All adults (16-65 year-olds)
16
Barriers: general low proficiency in problem
solving skills in technology-rich environments
%
20. Percentage of individuals who judge their computer skills would
be sufficient if they were to apply for a new job within a year, 2013
0
10
20
30
40
50
60
70
80
90
%
All Individuals Individuals with high formal education Individuals with no or low formal education
Source: OECD computations based on Eurostat, Information Society Statistics, May 2014 20
22. • Education is a heavily personalised service, so productivity gains
through technology are limited, especially in the teaching & learning
process
• Impact of technology on educational delivery remains sub-optimal
– Over-estimation of digital skills among teachers AND students
– Naïve, hardware-focused policy and implementation strategies
– Resistance of teachers AND students
– Lack of understanding of pedagogy and instructional design
– Low quality of educational software and courseware
Some conclusions
22
23. • Investments and strategies should focus on:
– Teachers’ digital skills, pedagogical knowledge and higher-level instructional
skills – teacher professional development
– Well-targeted usage of ICT in those parts of the teaching & learning process
where they make a difference
– Development of specific and well-adjusted pedagogies
• Experiential learning (e.g. remote and virtual labs, project-based and
enquiry-based pedagogies)
• Hands-on pedagogies (e.g. game development)
• Cooperative learning (e.g. local and global collaboration)
• Interactive and metacognitive pedagogies (e.g. real-time
assessment)
Some conclusions
23
24. • Some new developments seem to be promising:
– Highly interactive, non-linear courseware, based on state-
of-the-art instructional design
– Sophisticated software for experimentation, simulation
– Social media to support learning communities and
communities of practice among teachers
– Use of gaming in instruction
Some conclusions
24
25. • Need for a platform to connect
education sector with education
industry to discuss educational
innovation and transformation:
Global Education Industry
Summit
– Helsinki 2015
– Jerusalem 2016
– Luxembourg 2017
– Tallinn 2018
Some conclusions
25
An increasingly digitalised environment in education
Computer and digital resources are increasingly present in schools
The quality of these resources is an important input for teaching and learning processes
On average across OECD countries, about three quarters of students attend schools with adequate Internet connectivity and computer equipment to support student learning, according to school principals’ reports.
At the school level, in 32 countries and economies, principals’ perceptions about the adequacy of the educational
resources in their school are positively related to the school’s average performance (Table IV.3.16, which is discussed in
Chapter 3). However, schools with more adequate educational resources are also those that have other characteristics
closely related to higher performance.
But, even after accounting for the socio-economic status and demographic profile
of students and schools and various other school characteristics, in Qatar, Romania and Costa Rica schools with more
adequate resources tend to perform better. This suggests that much of the impact of socio-economic
status on performance is mediated by the resources invested in schools.