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15 SEPTEMBER 2015

OECD report: school technology struggles to make an impact

"Another interpretation is that schools have not yet become good enough at the kind of pedagogies that make the most of technology; that adding 21st-Century technologies to 20th-Century teaching practices will just dilute the effectiveness of teaching.

If students use smartphones to copy and paste prefabricated answers to questions, it is unlikely to help them to become smarter. Educators who want to ensure that students become smarter than a smartphone need to think harder about the pedagogies they are using to teach them.

Technology can amplify great teaching but it seems technology cannot replace poor teaching.

The impact of technology on education delivery remains sub-optimal, because we may over-estimate the digital skills of both teachers and students, because of naive policy design and implementation strategies, because of a poor understanding of pedagogy, or because of the generally poor quality of educational software and courseware.

The results suggest that the connections among students, computers and learning are neither simple nor hard-wired; and the real contributions ICT can make to teaching and learning have yet to be fully realised and exploited.

But the findings must not lead to despair. School systems need to get the digital agenda right in order to provide educators with learning environments that support 21st Century pedagogies and provide children with the 21st Century skills they need to succeed in tomorrow's world."

(Andreas Schleicher, 15 September 2015, BBC News)

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TAGS

2015 • 20th Century teaching practices • 21st century literacies21st Century pedagogies21st Century skills • 21st Century technologies • Andreas Schleicher • challenges and opportunities • computers and learning • copy and paste literacycopy-and-paste culturecoursewarecurriculum delivery • digital agenda • digital literaciesdigital skills • educational software • educators • impact of technology on education delivery • learning environmentsOECDpedagogy • policy design and implementation strategies • prefabricated answers to questions • Programme for International Student Assessment (PISA) • school curriculum • school systems • teaching effectiveness • technology use in education

CONTRIBUTOR

Simon Perkins
13 APRIL 2010

Design in the knowledge economy 2020

"By 2020 the UK must create a balanced and sustainable knowledge economy with design as a critical and central part. There is no other option. ...

In 2010, as we emerge from one of the most severe economic crises of the last century, it is clear that the balance of the economy must change. The country, brutally, is going to have to work and innovate to make its living. There are no more easy pickings off the back of a credit boom. Britain is going to self–consciously create a national innovation ecosystem to drive new growth sectors and companies – and design must be a critical part of that effort. Successful companies will be those which develop innovative products and processes, so creating new markets and reputations for themselves.

New ways of intervening have to be found. Public spending commitments or tax concessions – the traditional ways of achieving public policy goals – are going to be extremely constrained by the necessity to reduce Britain's budgetary deficit. The quest is on for policy levers that can deliver changed behaviour as effectively but more cheaply. ...

Design is the bridge between the consumer questing for the experiential and the company trying to meet that appetite with an offer that presents the new in a user–friendly and innovative way."

(Design Council, UK)

TAGS

200720102020advertisingBBCboundariesBritainchangeconstructionDesign Council (UK)digitisationeconomic growtheconomyemployment • employment growth • financial servicesGPS • growth • information and communication technologiesinnovationinvestmentiPadiPhoneiPlayeriPod • knowledge based industry • knowledge economy • knowledge intensive worker • knowledge-intensive industries • miniaturisation • Northern Rock • OECDprofessional skillspropertypublic sector • recovery • robotisation • September 2007 • transformationUK • value-added

CONTRIBUTOR

Simon Perkins
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