In OECD countries, infrastructure and student competence does not contribute to the success of the...
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Transcript of In OECD countries, infrastructure and student competence does not contribute to the success of the...
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: [email protected]
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
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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: [email protected]