Geir Ottestad

transcript

Digital competence and policy

Geir Ottestad, European Commisson

NJDL and the research community

• Deep knowledge

• Drilling:

• concepts

• practices

• (local) policies

Researchers POW

iPad Interaction

Children´s narratives

Digital Comp in ITE

Flipped Classroom

Discussions in LMS

Professional digital competence

Digital Writing

Digital Storytelling

Digital ECEC

Evidence

• Connected practices

• Character

• Citizenship

• Communication

• Critical thinking

• Collaboration

• Creativity and imagination

• (Fullan 2013)

Questioning pedagogical practices

Questioning policies

Questioning schools?

Education as vehicle for employment

Education as system of intrinsic value

Education as vehicle for employment

Education as system of intrinsic value

Digital competence in Norway

• Highly digitalised society, also in schools

• Centralised school system

• Competence based curricula, with an infusion of ICT

• Still realtively little use of ICT in classrooms

Norway: why so slow?

• Local authorities?

• Procedure oriented teachers?

• Lack of local support for leaders?

• Lack of common understandings:

• sectorised policy, silo based policies and policy decisions

• - No effort to align forces for a common goal

Digital competence, EU

• In comparison:

• No common educational jurisdiction

• Huge diversity in perspectives and instruments

• Huge diveristiy in curricula

• … cultures

• Huge diversity in uptake: DK-RO

Tied to the crisis

• Policies to support national actions

• Address common challenges

ET 2020 - Framework for collaboration on education

• Relevant and high-quality skills and competences, focusing on learning outcomes, for employability, innovation and active citizenship

• Inclusive education, equality, non- discrimination and promotion of civic competences

• Open and innovative education and training, including by fully embracing the digital era

• Strong support for educators

• Transparency and recognition of skills and qualifications to facilitate learning and labour mobility

• Sustainable investment, performance and efficiency of education and training systems 16

Some objectives

• Promoting the use of ICT as a driver for systemic change to increase quality and relevance of education at all levels

• • Boosting availability and quality of open and digital educational resources and pedagogies at all education levels, in cooperation with European open source communities

• • Addressing the development of digital skills and competences at all levels of learning in response to the digital revolution

ICT in education indicator

• Ongoing work since 2011

• How to compare Member States

• How to link to policies

Former model

UptakeStudents'

digital competence

Proposed model

Uptake

Students' digital

competence

Teachers' use

Credible indicator

Data sources should:

• encompass as many Member States as possible;

• be up-to-date;

• repeated regularly;

• cover as many different grades and school types as possible;

• include information on students' use and attitudes towards digital technologies at school

• provide some sort of measure of students' digital skills or competences

• ideally include some measure or report of students' learning outcomes;

• include information from teachers on use and attitudes toward digital technologies at school;

• include school-level information, i.e. from principals or administrators;

• provide context information at the national level21

Proposed model

Uptake

Students' digital

competence

Teachers' use

Talis Teacher

Talis Math teacher

UPTAKE IN SCHOOLS

PISA 2012 Index of ICT use at schools (9 items, documented in OECD 2015, Students Computers and Learning, p.51): Q10 (IC10). How often do you use a computer for the following activities at school?a) Browse the Internet for schoolworkb) Use school computers for group work and communication with other studentsc) Do individual homework on a school computerd) Use e-mail at schoole) Download, upload or browse material from the school’s websitef) Chat on line at schoolg) Practice and drilling, such as for foreign-language learning or mathematicsh) Post work on the school’s websitei) Play simulations at school

PISA 2015 An optional inclusion of the ICT familiarity is anticipated, and would most likely provide similar items as in PISA 2012.

Talis 2013 Prinicpal

Is school’s capacity to provide quality instruction currently hindered by

e) Shortage or inadequacy of computers for instruction TC2G31E

f) Insufficient Internet access TC2G31F

g) Shortage or inadequacy of computer software for instruction TC2G31G

What structures and activities are included in this induction programme?:e) Networking/virtual communities TC2G35E

ESSIE 2016

Instruments

for students,

teachers and

school heads.

Either a composite indicator from the school head questionnaire, described as this in the report on p. 51 (full set

of items to comprehensive to include in this table):

"The notion of the digitally equipped school emerges from an analysis of survey data in five areas:

• Equipment provision: numbers of desktop and laptop computers, e-readers, mobile phones, interactive

whiteboards,

digital cameras and data projectors;

• The proportion of fully operational equipment;

• Broadband speed (above or below 10mbps) and type of broadband access (ADSL, cable etc.);

• Maintenance and support;

• Indicators of connectedness: a website, email addresses for teachers and students, a local area network, a

virtual learning environment, or none of these.

Cluster analysis was carried out on these data; three school profiles emerged that can be summarised as

follows:

• Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels, fast broadband

and relatively high connectedness

• Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow (less than 10mbps)

or no broadband37, and some connectedness

• Type 3: As type 2 but with no connectedness

• Mismatch of cycles

• Loss of comparability

• White holes across survey populations

• Unforeseen changes in survey design

Morten Søby

• History of the concept

• Policy and research discussions

• Value of the Journal; knowledge base and network

• Future: more on digital media and learning

• Challenge: stimulate the NJDL to promote scalable, policy sexy and non-academic solutions for the educational sector

Francesc Pedró

• Pedagogies need to change;

• Low teacher uptake

• Labour market demands (skills, digital competence)

• Societal saturation of digital media

Francesc Pedró

• Not devices, applications -> for pedagogies and organisation

• Patents and funding increasing

• Evaluation evolving, portfolios, Learning Analytics

• Collaborative, immersive pedagogies, smiling teachers with career opportunities

• Atmosphere for learning

Francesc Pedró

• From training of teachers to coaching

• «iPhone equation»

• Challenge: use Unesco powers to introduce effective dissemination models for ICT uptake from developing countries

Riina Vuorikari

• PISA 2012 Students Computer and Learning -dissatisfactory media messages (even if the report is much more reflected and nuanced)

• Digital Competence is one of 8 key competences, transversal in nature. Broad in content.

Riina Vuorikari

• We need to reflect on the use of ICT.

• Need frameworks for structuring use

• Framework for digital competence

• Framework for digitally competent educational organisations

• Synthesises of existing frameworks

• Competences, broken down in dimensions and also proficiency levels (1-3)

Riina Vuorikari

• DIGCOMP framework used in

• EU: eCV, DESI Digital skills, ESSIE study..

• National: Basque, Navarra, Flanders, Italy, UK, Malta, Slovenia…

• Used both for online testing development and as reference for planning and curricula development

Riina Vuorikari

• Digitally competent organisations, coming as a framework

• Compared national tools and frameworks

• Slant towards learning analytics?

Riina Vuorikari

• Digitally competent organisations also as a self-assessment tool

• Challenge: Increase the educational relevance of the DIGCOMP, by making a tailor-made and verified version put to test in real educational systems.

Ola Erstad

• Reflections on concept developments and the challenges.

Ola Erstad

• The Knowledge Promotion did put students´learning first BUT it is challenged by standardisation paradigm

• Look for the children´s own practices!

• In the knowledge society: What is knowledge? What is competences?

• What is education for the society?

Ola Erstad

• Norwegian History Lesson:

• Curriculum

• Programme for Digital Competence

• 2011 Framework

• Lack research and knowledge base

• Momentum lost

Ola Erstad

• NJDL has discussed a variety of literacies

• Complexity is promoted, personal, skills, media systems, social interaction etc

• Developments in themes, but also valid points from 2006.

• Connect policy - research - practices

• Assessment and ITE are still challenges

• ECEC running up (COST, OECD)

• Connect to 21st Century Skills!40

Ola Erstad

Gjennom kapitlet om den digitalt kompetente skolenlegger Erstad stor vekt på å se innføring og bruk av IKT i et

helhetlig organisatorisk perspektiv. Han peker dermed også på

nødvendigheten av at man fjerner seg fra det han kaller teknologisk

determinisme. 41

Challenges

• Is the practice field running wildly ahead of the research?

• As the Grand Father and Czar of Digital Competence in Norway:

• Reclaim the upper hand in the Norwegian policy debate!