Technology-based Innovation in Education

2 September 2010

Øystein Johannessen

Deputy Director General

Norwegian Ministry of Education and Research

1

Outline of presentation

• ICT policy

• Backdrop of the report

• The report

• Policy issues and the road rhead

2

Policy Drivers for ICT in

Education• To support economic growth

• To support social development

• To support educational reform

• To support educational management and accountability

• Source: Kozma, 2008

3

Educational Drivers for ICT in

Education• Learning outcome and learning strategies

• Personalisation

• Variation of teaching methods

• Home – school collaboration

• Bridge home – school education relevance

4

Relevance of technology-based

innovation - directions

• Determining the conditions which enable the adoption of technology

• Empowering schools and teachers to generate discrete innovations at the school or classroom level

• Providing support for the research community

5

Are we able to scale up

technology-based innovations?• Change at system level seemingly does not

happen.

• Possible reasons for lack of systemic change:

–Knowledge base

–Teacher training

– Incentives

6

Research questions

• Competing concepts of technology-based school innovations?

• The dynamics of technology-based school innovations from a knowledge-management perspective?

• Innovation policies regarding technology in education

7

The Report: Topics

• Web 2.0

• Digital learning resources

• Monitoring and assessing ICT use in education

• Research and research design

8

Lessons learnt (i)

• Imbalance between technology investments, content, teacher training and knowledge base

• Tension between technology and pedagogy

• Axis between radical and incremental innovation

• There is a need to balance expectations between the power of technology and feasibility of reality

• Complexity of the issues involved require a multi-dimensional approach

9

Lessons learnt (ii)

• Potential of new research disciplines (e.g. brain research) must be explored

• Work on assessment too narrow

• Need for social dialogue with all stakeholders

• Research must be translated into meaningful guidelines for improving practice

• To what extent is research evidence phased into the education and practice of teachers

10

Policy principles

• Systemic innovation useful for assessing innovation policies

• Targeted system to promote and support successful innovation and system-wide change.

• A coherent knowledge base is necessary

• Innovation opportunities may be lost due to lack of evalution and knowledge feedback

11

Axis of innovation

• The Policy Axis

• The Pedagogical Axis

• The technology Axis

• The Knowledge Axis

12

The Policy Axis

• Horizontal coherence: Links between key policy elements

• Vertical coherence: Links between key players in an educational system

13

Coherence between key policy

elements

14

The Pedagocial Axis

• Curriculum and Innovation

• Empower the Innovators

• Culture of sharing among teachers and school leaders

• ICT in the pedagogical debate

15

The Technology Axis

• Infrastructure is an enabler for access and equity

• ICT support systems and capacity

• Collaboration with others players in the educational systems

• Increased technological diversity to be expected

16

Emerging technologies for

learning• Cloud computing

• Collaborative Environments

• Game-based Learning

• Mobiles

• Augmented Reality

• Flexible Displays

• Sources: 2010 Horizon Report K-12

17

The Knowledge Axis

• The Double Knowledge Change

–Establishing a knowledge base

–Effective dissemination and uptake of the knowledge base

• Professional development among teachers: Effective strategies

18

Policy implications

• Systemic approach to innovation as a guiding principle for innovation-related policies

• Promote an evidence-informed dialogue on innovation

• Build a coherent knowledge base about technology in education

• Supplement investments in technology with efforts in monitoring and evaluation

• Support relevant research

• Avoid digital divides

• Align or embed strategies for innovation with national/regional policies for education (Quality/Equity)

19

The Road Ahead

• Hybrid phase: Technology AND pedagogy

• Relationship between public service/formal education and non-formal education should be revisited

• Need to analyze the drivers of emerging technologies

• Collaboration is King!

20

Thank you!

joh@kd.dep.no