Just released this month – SITES 2006. This study by the International Association for the Evaluation of Education Achievement included 22 participating education systems, almost 9000 schools and over 35,000 science and mathematics teachers.
The study measured how well ICT helped teachers to teach 21st century skills, which were defined as students developing the capacity to engage in lifelong learning (self-directed and collaborative inquiry) and connectedness (communication and collaboration with experts and peers around the world). The study explored the relationship between the development of these new learning outcomes and new approaches to teaching.
- Teacher practice can become more 21st century oriented when ICT is used (implication: ICT can be used as a lever for pedagogical change).
- Students’ ICT-using learning activities are more strongly 21st century oriented than other activities.
- Perceived impact by teachers of ICT use on students was largely positive.
- This impact depends on how, but not how often, ICT is used.
- When the teaching is ‘traditional’, teachers perceived no significant correlation with the extent of any impact on students’ outcomes, except ICT skills.
- When the teaching has a lifelong learning and connectedness orientation, teachers perceived significant correlations with all positive learning outcomes, with the highest correlation shown for collaboration and inquiry skills.
- Positive support measures were: professional development for teachers (priority: pedagogical ICT competence), leadership development in schools (including a vision for ICT use to support lifelong learning), technical and pedagogical support for ICT use, and infrastructure and support staff time.
Implications … Pedagogy matters! Policies and strategies matter too!
Contribute to discussion about this research on the e-Learning Research Network. You’ll find a presentation and executive summary of the findings there, also.