Educational Research and Innovation Innovating Education and Educating for Innovation The Power of Digital Technologies and Skills (eBook)

Oecd (Autor)

eBook Download: PDF

2016 | 1. Auflage
152 Seiten
OECD Publishing (Verlag)
978-92-64-26509-7 (ISBN)

Infos

OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors.

This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education.

Inhalt

Foreword 5
Table of contents 7
Executive summary 11
Chapter 1. The innovation imperative in education 13
Innovation in education: why and what 14
Innovation in education: the sense of urgency 14
Innovation in education as part of innovation in economies and societies 15
Box 1.1. Policy messages from the OECD’s Innovation Imperative 16
Why innovation in education matters 15
Defining innovation in education 17
Box 1.2. OECD definitions of innovation 17
Figure 1.1. Comparing innovation, reform and change 18
Measures of innovation in education 19
Innovation in education: a measurement challenge 19
Do education professionals perceive their workplaces to be innovative? 19
Figure 1.2. Professionals in highly innovative workplaces, by sector and innovation type 20
Figure 1.3. Professionals in highly innovative workplaces, by sector and country 20
Figure 1.4. Education professionals working in highly innovative workplaces, by education level 21
Measuring organisational change in education 22
Box 1.3. Example of innovation in instructional practices 23
Relating 8th grade maths learning to students’ daily life, according to students 23
Figure 1.5. Overall composite education innovation index, 2000-11 24
The education and skills dimension of innovation 24
Skills for innovation 24
Box 1.4. How human capital shapes innovation 25
Figure 1.6. Critical skills for the most innovative jobs 25
Box 1.5. Fostering and assessing creative and critical thinking skills 26
Entrepreneurship education 27
Box 1.6. Curricula-Eembeddinged entrepreneurship into the curriculum learning in higher education 29
Innovation strategies in education 29
National innovation strategies for the education sector 29
Box 1.7. The Hungarian National Education Sector Innovation System (NESIS) 30
General innovation strategy frameworks for education 31
Box 1.8. Manifesto of the European Year of Creativity and Innovation, 2009 31
Box 1.9. Conditions for education system redesign in the OECD/CERI ILE Innovative Learning Environments project 32
Box 1.10. World Economic Forum: Nine “plays” to spark innovation in education 32
Key messages for innovation policies in education 33
References 35
Chapter 2. Digitalisation, digital practices and digital skills 37
Digitalisation 38
The digital economy continues to gain ground 38
Box 2.1. Key pillars of national digital economy strategies 39
Box 2.2. Seizing the benefits of digitalisation for growth and well-being: New horizontal OECD work 40
Internet usage by individuals 42
Figure 2.1. The diffusion of selected online activities among Internet users, 2013-14 42
Education moulds digital behaviour 43
Figure 2.2. Internet users by age, 16-24 year-olds and 65-74 year-olds, 2014 43
Digital practices among 15-year-olds 44
Box 2.3. How information on students’ familiarity with ICT was collected in the PISA 2012 survey 44
Figure 2.3. Change in Internet access at home, 2009-12 45
Figure 2.4. Internet use among 15 year-old students at school and outside school, 2012 46
Figure 2.5. Percentage of students who reported engaging in each Internet activity at least once a week 47
Figure 2.6. Access to computers at home and students’ socio-economic status 49
Figure 2.7. Common computer leisure activities outside of school, by students’ socio-economic status 50
Digital skills in the adult population 50
Proficiency in problem solving in technology-rich environments 50
Figure 2.8. Problem-solving proficiency in technology-rich environments among adults 51
Box 2.4. About the OECD Survey of Adult Skills 53
Figure 2.9. Problem-solving proficiency, by educational attainment 54
Figure 2.10. Problem-solving proficiency among younger and older adults 56
Returns on digital skills among adults 57
Figure 2.11. Labour force participation, by problem-solving proficiency using ICT 57
Figure 2.12. Percentage of workers who use a computer at work 59
Figure 2.13. Percentage of individuals who judge their computer skills would be sufficient if they were to apply for a new job within a year, 2013 60
Fostering digital skills 60
Box 2.5. The National Programme for Digital Inclusion in Norway 62
Digital skills among 15-year-old students 63
Box 2.6. Testing students’ digital reading skills and navigation behaviour in PISA 2012 63
Figure 2.14. Proficiency in digital reading 64
Navigating digital information 65
Figure 2.15. Task-oriented browsing 66
Bridging the new digital divide 66
Key messages for innovation policies in education 67
References 68
Chapter 3. Digital technologies in education 69
Integrating ICT in teaching and learning in schools 70
Quality of schools’ educational resources including ICT 71
Figure 3.1. Change in the index of quality of schools’ educational resources, 2003 and 2012 72
Students’ use of computers at school 72
Figure 3.2. Use of ICT at school 73
Figure 3.3. Index of ICT use at school 74
Teachers and ICT 75
Teaching practices 75
Box 3.1. What is TALIS? 75
Figure 3.4. ICT and teachers: teaching practices, teachers’ need for professional development and participation in professional development activities (TALIS 2013) 76
Box 3.2. Promoting teachers’ digital skills 77
Teachers’ ICT skills 77
Figure 3.5. Percentage of teachers with good ICT problem-solving skills, compared with selected industries 78
Figure 3.6. ICT skills among primary and secondary teachers, other tertiary-educated adults and the overall adult population, 2012 79
The effects of ICT on students’ learning outcomes in PISA 79
Performance and availability of ICT resources 80
Figure 3.7. Trends in students’ mathematics performance and number of computers at school (2012) 81
Performance and use of ICT at school and at home 80
Figure 3.8. Students’ skills in reading, by ICT use at school 81
Figure 3.9. Frequency of computer use at school and digital reading skills 82
Figure 3.10. Performance in mathematics, by index of computer use in mathematics lessons 83
Figure 3.11. Students’ skills in reading, by ICT use outside school for schoolwork 84
Figure 3.12. Students’ skills in reading, by ICT use outside school for leisure 85
Key messages for innovation policies in education 87
References 88
Chapter 4. The potential of technology-supported learning 89
Introduction 90
Box 4.1. Digitalising schools in Italy 90
Box 4.2. Design of the HP Catalyst Initiative 91
Box 4.3. The six HP Catalyst consortia 92
Examples of technology-supported pedagogical models 93
Educational gaming 93
Box 4.4. The Game Design Methodologies (GDM) of National University, the United States 95
Box 4.5. Eco-Virtual Environment (EVE) of City Academy Norwich, the United Kingdom 96
Online laboratories 94
Box 4.6. OLabs Online laboratories and the Collaborative Assessment Platform for Practical Skills (CAPPS) of Amrita University, India 97
Collaboration through technology 96
Box 4.7. Collaborative online learning platform of Renmin University, China 99
Box 4.8. The MoPS collaborative problem-solving model of National Research Irkutsk State Technical University, Russia 99
Real-time formative assessment 100
Box 4.9. Real-time formative assessment in the InkSurvey of Colorado School of Mines, (United States 100
Aligning a skills-based curriculum with technology 101
Box 4.10. Support systems for 21st century skills in Universidad de las Américas Puebla, Mexico 102
Conclusion: the potential of technology to change classroom practices 101
Online resources for schools and self-directed learning 103
E-learning 103
Open educational resources 106
Box 4.11. Defining open educational resources 106
Box 4.12. Open educational resources as a catalyst for innovation 107
Online courses 108
Figure 4.1. Individuals participating in an online course 108
Box 4.13. The MOOC programme in the Israeli education system 109
Box 4.14. Online private tutoring project in Israel 111
Key messages for innovation policies in education 111
References 113
Chapter 5. Markets and innovation in the education industry 117
Introduction 118
Size and structure of the education resource industry 118
Figure 5.1. Concentration of the education publishing industry, 2010 120
The innovation role of market leaders 120
Improving the knowledge base 122
Implications for policy makers 123
Box 5.1. Policy-relevant research questions on the innovation role of the education industry 124
Key messages for innovation policies in education 125
Notes 125
References 126
Chapter 6. Business-driven innovation in education 127
A first look at innovation in education 128
A difficult science with poor links to practice 129
Translating increasing pressure over performance into innovation 130
Patents in educational and instructional technologies 131
A small (innovation) explosion? 131
Box 6.1. Examples of education-related patents. 132
Figure 6.1. Evolution of the world’s education-related patents by priority year, 2000-14 133
Figure 6.2. Firms filing education-related patents, entry and technological concentration, 1990-2004 133
Figure 6.3. World share of education-related patent filings by first applicant country, 2000-14 134
Figure 6.4. Education-related patent filings by priority year and inventor’s country, 2002-12 135
The development of instructional technologies in the wake of a great general purpose technology 136
Discussion 136
An emerging educational tool industry 136
Patent problems with the new structure 137
A tool industry for what market? 138
Figure 6.5. Number of top 50 companies with a specialised education patent portfolio in specific markets, 2010 139
Conclusion 139
References 141
ANNEX A. Report from the 2015 Global Education Industry Summit, held in Helsinki on 19-20 October 2015 143
Summary 143
SESSION 1 – Redesigning learning environments to better support learning 145
SESSION 2 – Mobilizing technology to widen access and improve quality 147
SESSION 3 – Digital Revolution Supporting Pedagogies and Teachers 149
SESSION 4 – Partnerships for transformative education policies 151
Notes 152

Produkt-Details

• Erscheint lt. Verlag: 26.9.2016
• Sprache: englisch
• Themenwelt: Wirtschaft ► Betriebswirtschaft / Management ► Allgemeines / Lexika
• Themenwelt: Wirtschaft ► Volkswirtschaftslehre
• ISBN-10: 92-64-26509-0 / 9264265090
• ISBN-13: 978-92-64-26509-7 / 9789264265097