In OECD countries, infrastructure and student competence does not contribute to the success of the 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 educational reforms – ICT acted like theTroyan horse

TECHNOLOGY AS A CATALIST - OECD,

„ICT and the Quality of Learning”, 2001

ICT in Education in Gypsy Schools,2003-2005

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

OECD, „Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003

Case studies from 14 countries

Meta-analysis of IEA, PISA and SITES testing studies

International policy survey on the handicapped

ICT at the service of formative assessment

Differentiated, adaptive, made to measure development realised „at the click of button”

Multi-level registration of classroom processes

Immediate feedback of results

Elaboration of skills enhancement strategies, based on the results of assessment

Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

EQUITY ISSUES IN HUNGARIANICT 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

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.

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

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu

Equity and ICT – evidence from research

Effects of ICT on the development of skills and abilities

Sample: Northern Hungary, miners’ villages, 10 schols, ages 13-15, N=290)

Tests and tasks – Inductive thinking ability– Combinative ability– Reading and comprehension– Self regulated learning– Personality test– Background variables: SES, school achievement,

parents” education

Real time and Internet based collaboration for motivated, authentic practice

Social, PC ownership and gender differences almost disappear during the school year - significantly so in ICT enriched learning programmes

0

10

20

30

40

50

60

70

80

5. 6. 7. 8. Évfolyam

%pNational average (2000) Social handicaps

Developent of inductive thinking skills in the pretest…

…and posttest

Grade

0

10

20

30

40

50

60

70

80

90

100

5. 6. 7. 9. Évfolyam

%pOrszágos képi (1997) Hátrányos helyzet

Developent of combinative thinking skills in the pretest

and posttest

0

10

20

30

40

50

60

70

80

90

100

5 6 7 9 Évfolyam

%p Országos (2000) Hátrányos helyzet

Developent of reading skills skills in the pretest

and posttest

0

10

20

30

40

50

60

70

80

501 511 521 522 531 541 551 552 561 571 581Osztályok

%p

Induktív-előmérés Induktív-utómérés

Developent of inductive thinking skills in the pretest on class level

Pretest

Posttest

Classes

0

10

20

30

40

50

60

70

80

90

501 511 521 522 531 541 551 552 561 571 581

Osztályok

%p

Kombinatív-előmérés Kombinatív-utómérés

Developent of combinative thinking skills in the pretest on class level

Pretest Posttest

Classes

0

10

20

30

40

50

60

70

80

90

501 511 521 522 531 541 551 552 561 571 581Osztályok

%p

Olvasás-előmérés Olvasás-utómérés

Developent of reading skills in the pretest on class level

Pretest

Posttest

Classes

0

5

10

15

20

25

30

35

40

5 15 25 35 45 55 65 75 85 95(%p)

Induktív-előmérés Induktív-utómérés

Az induktív gondolkodási képesség gyakorisági eloszlása az elő- és utómérésben

87%

62%

Frequency distribution of inductive thinking skills in the pretest and posttest on class level

Pretest Posttest

Percentage points

0

5

10

15

20

25

30

5 15 25 35 45 55 65 75 85 95(%p)

%Kombinatív-előmérés Kombinatív-utómérés

Frequency distribution of combinative thinking skills in the pretest and posttest on class level

52%27%

Pretest

Posttest

Percentage points

0

5

10

15

20

25

30

5 15 25 35 45 55 65 75 85 95(%p)

%

Olvasás-előmérés Olvasás-utómérés

Frequency distribution of reading skills in the pretest and posttest on class level

Posttest

82%

41%

Pretest

Percentage points

Gamma-values showing development

Abilities GammaSpontaneous development

Estimated reserach

effect

Inductive 0,90 0,38 0,52

Combinative 0,72 0,10 0,62

Reading 0,79 -- --

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu