1. Policy in Action Greg Butler Worldwide Education Strategy Director Microsoft Corporation
2. Does ICT Access Improve Performance? OECD Study Shows Technology use is connected to performance
3. Does ICT Access Improve Performance? The frequency and Use of Technology at SCHOOL does not matter?
4. Shutt, K., Phillips, R., Van Horne, K., Vye, N., & Bransford, J. B. (2009). Developing science inquiry skills with challenge-based, student-directed learning. Presentation to the LIFE Center: Learning in Informal and Formal Environments, University of Washington, Seattle WA.
31. ICT digital literacy/ Personal, social responsibility through social networking (John Ainley – Australia)Currently in Hypothesis and Development process to define assessment tasks and learning progressions while examining how proficiency can be assessed and teaching and learning strategies needed for teachers to support students.
Welcome, thank you, introduction.A little about my background – 50/50 split in PubSec and PriSec. 3 startups always in education and learning.Current roleWhat I want to achieve in this presentation is:Share with you some of our thinking around education, it’s importance and the role of ICT in education.I also want to share some of the current work we are doing with governments, education systems and institutions globally.And in doing so, maybe controversially, explore this question of “Are we really ready for the power of ICT in education?”
This piece of research from Prof John Bransford at the LIFE Center UW and funded by the NSF presents a different view of thinking about learning.Need more information here.Use report which shows student outcomes improve significantly more when they have access to ICT at home
A multi-stakeholder collaboration led by Intel, Cisco and Microsoft to help transform the teaching, learning and measurement of skills needed by citizens and workers in the 21st century.Mobilizing international educational, political and business communities is a key aspect of the project to make the transformation of educational assessment and, hence, instructional practice a global priority.This slide provides a 40,000 ft view of the project and we’ll dive more into the different areas during the presentation.One note – throughout this, we talk about OECD, IEA, PISA & Timss assessment mechanisms. On an international basis, PISA & Timss are the main global assessment tools/ranking mechanisms.If needed: OECD = Organization for Economic cooperation and developmentIEA = InternationalAssociationfortheEvaluationofEducationalAchievementPISA = Program for International Student AssessmentsTiMSS = Trends in international Math and Science Study
The Assessment and Teaching of 21st Century Skills project is focusing on Four areas:Ways of Thinking – that includes creativity and innovation, critical thinking, problem solving and decision making.Ways of working - which includes communication and collaboration or teamwork skillsTools for working – or Information literacy and ICT literacyLiving in the World – includes skills such as Citizenship, both local and global, life and career, personal and social responsibility, and delivering a high percentage of STEM-D skills.
Now being led by executive director Patrick Griffin, of the University of Melbourne’s Assessment Research Center in the Melbourne Graduate School of Education, the ATC21S project formed three new teams of experts that defined the learning progressions of the three skills that will be studied and assessed in pilot projects later this year. They are:-the reasoning process involved in problem solving- Teamwork in collaborative problem solving -ICT (information and communication technology) skills with a focus on social networking skill development.These teams have developed models of learning progressions and definitions of what high, medium and low proficiency levels look like in student performance for each of these skills focusing on 4th grade, 8th grade and 15 year olds. The team is currently focusing on sketching out what a performance task will look like and go into cognitive labs to observe the student working through the task and collect metacognitive data during the process to be able to fine tune the tasks and identify the teaching implications and learning strategies needed for teachers. The team will then move into pilot process to ensure that the administration, completion and scoring of tasks. Lastly, countries will move into trails to provide sufficient data upon which to establish empirically based scales that indicate a students learning progression with each of the three skill sets.
