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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
The document discusses the accelerating digital education transition, highlighting the insights from the PISA 2022 assessment involving 690,000 students across 81 countries. It emphasizes the impact of digital devices on learning environments, classroom attendance, and student performance, while addressing challenges like digital divides and privacy issues. The report calls for the effective integration of technology in education, advocating for personalized learning and equity in access to resources.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
- 1. Reimaging education –realising potential ISTP 2024
- 2. The digital educationtransition is accelerating
- 3. PISA participants Around 690,00015-year-old students in 81 countries and economies took PISA 2022 PISA Newcomers: El Salvador, Jamaica, Mongolia, the Palestinian Authority and Uzbekistan
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- 11. 11 Augmented reality superempowers thereal world
- 12. Source: Raca, Kidzinskiand Dillenbourg, 2015 Input (sensors) Output (dashboard) Classroom analytics: make visible what’s invisble
- 13. Time spent atschool in regular lessons and on digital devices (PISA 2022) Time spent per day by students (in hours) Figure II.5.15 0 1 2 3 4 5 6 7 Ireland* Paraguay Japan Brunei Darussalam Peru Malta France Slovenia United Kingdom* Germany Serbia Saudi Arabia Spain Montenegro Dominican Republic Greece Cambodia Jordan Switzerland Panama* Belgium Georgia Qatar Palestinian Authority Morocco Türkiye Jamaica* Brazil Mexico El Salvador Austria Portugal Costa Rica Chile Malaysia Kosovo Moldova Uruguay Hong Kong (China)* Israel Viet Nam Kazakhstan Colombia Albania Argentina OECD average Canada* North Macedonia Czech Republic Guatemala Uzbekistan Netherlands* Croatia Singapore Macao (China) Korea Estonia Poland Chinese Taipei Indonesia Mongolia Hungary Baku (Azerbaijan) Iceland Slovak Republic Lithuania Philippines Latvia* Romania United Arab Emirates New Zealand* Australia* Norway Finland Sweden Thailand Italy Bulgaria Denmark* Ukrainian regions (18 of 27) Hours Devices / learning at school Devices / leisure at school Regular school hours
- 14. Time spent ondigital devices at school and mathematics performance Based on students' reports; OECD average Figure II.5.14 420 430 440 450 460 470 480 490 500 None Up to 1 hour More than 1 hour and up to 2 hours More than 2 hours and up to 3 hours More than 3 hours and up to 5 hours More than 5 hours and up to 7 hours More than 7 hours Mean score in mathematics Time spent on digital devices at school per day Technology used for learning in school Technology used for leisure at school
- 15. Distraction from digitaldevices in mathematics lessons Percentage of students who reported that the following happens in every or in most of their mathematics lessons Figure II.3.4 0 10 20 30 40 50 60 Argentina Uruguay Chile Bulgaria New Zealand* Brazil Canada* Latvia* Philippines Finland Australia* Morocco Greece Italy Sweden Montenegro Romania Poland Costa Rica Serbia Portugal Netherlands* Mongolia Spain Moldova Baku (Azerbaijan) Iceland Paraguay Denmark* Norway Israel Dominican Republic Czech Republic OECD average Colombia France Kosovo Jamaica* United States* Georgia North Macedonia Belgium Hungary Estonia Germany Jordan Singapore Panama* Thailand Slovak Republic Palestinian Authority Lithuania Mexico Albania Indonesia United Arab Emirates Ukrainian regions (18 of… El Salvador Türkiye Austria Slovenia Kazakhstan Switzerland Croatia Qatar Peru Malaysia Ireland* Uzbekistan Saudi Arabia Cambodia United Kingdom* Malta Hong Kong (China)* Chinese Taipei Viet Nam Guatemala Macao (China) Brunei Darussalam Korea Japan % Students get distracted by using digital devices Students get distracted by other students who are using digital devices
- 16. School policies forthe use of digital devices Frequency of use of digital devices in mathematics lessons Digital devices, distraction and school policies Change in the likelihood of students becoming distracted by using digital devices in mathematics lessons when students reported that they use their smartphone at school and school principals reported the school's policy on smartphone use; OECD average Figure II.5.9 0.70 0.80 0.90 1.00 1.10 1.20 1.30 1.40 1.50 In less than half of the lessons In about half of the lessons In more than half of the lessons In every or almost every lesson The school has written statement about the general use of digital devices on school premises The use of cell phones is not allowed on school premises Teachers establish rules for when students may use digital devices during lessons Teachers establish rules in collaboration with students about their use of digital resources at school or in class The school has a specific programme to prepare students for responsible Internet behaviour Teachers have the necessary technical and pedagogical skills to integrate digital devices in instruction Odds ratio
- 17. Feeling nervous/anxious whendigital devices are not near Based on students' reports Figure II.5.16 0 10 20 30 40 50 60 70 80 90 100 Costa Rica Netherlands* Colombia El Salvador Peru Panama* Slovenia Portugal Mexico France Ireland* Spain Dominican Republic Hungary Kosovo Uruguay Japan Belgium Switzerland Argentina New Zealand* Montenegro Croatia Albania North Macedonia Iceland Estonia Mongolia Italy Morocco Kazakhstan United Kingdom* OECD average Australia* Serbia Czech Republic Norway Denmark* Sweden Chinese Taipei Chile Germany Canada* Lithuania Uzbekistan Moldova Korea Bulgaria Finland Saudi Arabia Austria Singapore Brazil Georgia Palestinian Authority Romania Ukrainian regions (18 of 27) Qatar Slovak Republic Jamaica* Latvia* Poland Jordan United Arab Emirates Indonesia Israel Baku (Azerbaijan) Greece Philippines Hong Kong (China)* Malta Thailand Brunei Darussalam Macao (China) Malaysia Türkiye Never or almost never Less than half of the time About half of the time or more than half of the time All or almost all of the time Not applicable %
- 18. Outcomes of feelingnervous/anxious when digital devices are not near Based on students' reports; OECD average Figure II.5.17 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 Mathematics performance Score-point difference -1.0 -0.9 -0.8 -0.7 -0.6 -0.5 -0.4 -0.3 -0.2 -0.1 0.0 Life satisfaction Emotional control Stress resistance Before accounting for students' and schools' socio-economic profile¹ After accounting for students' and schools' socio-economic profile Index-point difference
- 19. Personalising learningand education Fostering inclusion and equity Enhancing the quality of teaching Improving efficiency Enhancing research and innovation Making education more relevant to modern times (e.g. generative AI apps) Seizing the opportunities of AI and digital technology in education…
- 20. Digital divides:provide equal access Performance of digital tools: assess the stakes and involve humans New or amplified biases: ensure not only advantaged students reap the benefits Inefficiencies of a digital ecosystem: provide what’s useful more than just what’s possible Privacy and data protection: cover new possibilities, address new challenges Ethics of AI: promote adaptive regulation Social acceptance: communicate benefits while questioning naïve endorsement … while mitigating risks and addressing challenges with guardrails
- 21. Opportunities, guidelines andguardrails Strong knowledge base about countries’ practices and policies
- 22. Digital literacy andthe format of reading books Fig 4.13 System-level analysis (PISA) R² = 0.15 R² = 0.21 370 390 410 430 450 470 490 510 530 550 0 5 10 15 20 25 30 35 40 45 50 Reading performance Percentage of students who reported that the following statements best describes how they read books Read books more often in paper format Read books more often on digital devices
- 23. Digital literacy, bythe length of text read for school Fig 6.6 350 400 450 500 550 10 pages or less Between 11 and 100 pages 101 pages or more PISA reading score OECD average Reading longer pieces of text for school is associated with students’ reading skills
- 24. PISA main reportsPISA Country notes Find out more about our work at www.oecd.org/pisa Email: [email protected] X : SchleicherEDU WeChat : AndreasSchleicher Take the test: bit.ly/PISA-Test PISA FAQs: www.oecd.org/pisa/pisafaq PISA Data Explorer: www.oecd.org/pisa/data