PowerPoint Presentation

Innovacions tecnologiques a leducacioSacosta la tempesta perfecta??cc: davedehetre - https://www.flickr.com/photos/22433418@N04

Francesc Pedr, UNESCO

La realitat s obstinada

Levidncia: escoles i docents UE (8)Font: ESSIE,2013

No s quant, sin comDe veritat?

Intensitat ds

Frequency scale

ES PREPARA UNA TORMENTAcc: dsevilla - https://www.flickr.com/photos/49014237@N00

1. LES EXPECTATIVES DE LES FAMLIES

Self-perception of the impact of technology at workPercentage of workers who reported the introduction of new process or technologies in their current workplace during the previous three years that affected their work Source: European Working Conditions Survey, 2010. See Tables A1.7a and A1.7b.Percent

8

Top Skills Currently Needed in the WorkplaceProblem SolvingTeam-workingCommunicationsCritical ThinkingCreativityLiteracyDigital LiteracyLeadershipForeign LanguageEmotional Intel.N/A51%33%26%21%18%15%15%14%14%7%2%

2. LES PRCTIQUES DELS ALUMNEScc: ticoneva - https://www.flickr.com/photos/14282435@N00

Font: OCDE, 2015 (PISA 2012)

Levidncia: alumnes UE (8)Font: ESSIE,2013

3. LA INDSTRIA DE LES APLICACIONScc: Phil Aaronson - https://www.flickr.com/photos/23293319@N00

TOTS ESTAN EQUIPATScc: adactio - https://www.flickr.com/photos/74105777@N00

What type of mobile devices do you use at school?

(including: my own device, school laptop, school tablet, school Chromebook)

Screen 6A strong trend, more so at thehigh school levelwhere many students are more likely to already own a mobile device. This is data from the 2014 Speak UP survey of 431,000 U.S. students, recently released. Supported by surveys of individual schools and school districts from MDRs EdNET Insight, and the NMC Horizons report.Big drivers are the move to digital materials, and strained school budgets.Challenges are network security and equity for students who dont have devices or broadband access at home. Upshot: Design for laptop to smartphone, web, no matter who owns it or where its located.15

DE LEQUIPAMENT A LA CONNECTIVITAT

Font: Foray y Raffo (2012).Ms patents TecEd

Un mercat amb molt potencial

Ms finanament TecEd

Comunitats vs. indstria?

JA HA COMENAT A PLOUREcc: martinak15 - https://www.flickr.com/photos/64636777@N03

Abandonar la transversalitat1. Competncies digitalscc: Tri Nguyen | P h o t o g r a p h y - http://www.flickr.com/photos/47615229@N06

Aprendre tot programant?cc: andresmh - https://www.flickr.com/photos/11868850@N00

des de la perspectiva docent2. Millorar la productivitatcc: Jose Picardo - http://www.flickr.com/photos/25451516@N03

Micro-gesticc: mortsan - https://www.flickr.com/photos/97522422@N00

Guanyar tempsRegular communication with families

Empowering families as stakeholders

cc: Vanguard Visions - https://www.flickr.com/photos/77018488@N03

La cooperaci com a eina

23 million teachers and parents$60 million investedPrivate use

38 million teachers, parents and students, $10 million invested46 million teachers, students, parents$88 million invested

400 million active users$58 million invested, $19 billion acquisition

100 million active users$648 million invested,$10 billion valuation300 million active users$57 million invested, $1 billion acquisition

Education

Macro-gesticc: IntelFreePress - https://www.flickr.com/photos/54450095@N05

Big Data a tots els nivells

Digitalitzaci de l'avaluacicc: Jordanhill School D&T Dept - https://www.flickr.com/photos/42042252@N02

Noves eines davaluaci

Dynamic rich feedback

Prescriptive feedback

Nous entorns davaluaciRelevant and longitudinal, but discontinuedGaps detection

Enriched portfolios

3. Transformaci de l'aprenentatgecc: ultraBobban - http://www.flickr.com/photos/8274291@N04

Lessncia dun nou model

En Joan

Pot trobar all que necessita/demana

Nous vehicles de contingutDins l'aulacc: BrentOzar - https://www.flickr.com/photos/56756426@N00

Projectes institucionalsDe l'aula al centrecc: giulia.forsythe - https://www.flickr.com/photos/59217476@N00

Innovaci sistmicaDel centre al sistemacc: bitjungle - https://www.flickr.com/photos/54318649@N00

NAVEGAR LA TORMENTAcc: jasohill - https://www.flickr.com/photos/14665421@N00

Definir elproblema

?

ActorsAgendesPoltiquesAnlisi ecosistema

RecercaExperimentaciRegulaciSuportdocentsAliancesInversi

$

Intercanvi en xarxaAvaluaci

But how do we decide what approach to take?At the Gates Foundation, we use a rigorous process, to come up with an approach to such problems as vaccine delivery, family planning, or postsecondary education reform. As with most big initiatives, we work hard on the problem definition, and we conduct a thorough ecosystem analysis of the stakeholders, market environment, and policies.Then we always use researchexisting research or investments in new researchto apply data to how we break down the problem.We engage deeply with ALL the stakeholders in the field - researchers, practitioners, consumers, and policy makers - to understand each perspective and look for potential partnerships. We choose partners who are already working on the problem, and learn what will incent them to do more.CLICK41

Respondre a necessitats reals

Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas, (TALIS 2014)

No s formaci, sin coaching

Molt agratF.Pedro@UNESCO.org

Ja disponible: /francescpedro

Ms: @FrancescPedroED /francesc.pedroED

Graphique12.622.461.981.861.851.791.761.751.751.731.71.651.641.641.61.581.571.571.551.531.521.521.51.491.471.431.41.34

Approaching several times a monthApproaching once a weekgrade 11genStudent's ICT based activities frequency during lessons at grade 11 in general education (mean scores; 2011-12)

Feuil1COUNTRYgrade 8COUNTRYgrade 11genCOUNTRYgrade 11vocDenmark1.91Denmark2.62Denmark2.16Turkey1.88Norway2.46Norway2.09Bulgaria1.84Sweden1.98Bulgaria1.88Lithuania1.8Bulgaria1.86Portugal1.88Norway1.79Slovakia1.85Sweden1.86Portugal1.77Lithuania1.79Lithuania1.81Slovakia1.75Latvia1.76Latvia1.79Cyprus1.73Estonia1.75Slovakia1.79Latvia1.72Romania1.75Estonia1.76Estonia1.68Croatia1.73Poland1.71Poland1.68Spain1.7Austria1.7Spain1.68EU1.65Romania1.68Sweden1.65Portugal1.64Cyprus1.67Czech_Rep1.64Turkey1.64Turkey1.66Greece1.63Poland1.6Croatia1.63Hungary1.63Austria1.58Spain1.63EU1.63Czech_Rep1.57EU1.62Croatia1.61France1.57Czech_Rep1.61Malta1.56Cyprus1.55Finland1.61Romania1.56Malta1.53Slovenia1.6France1.54Belgium1.52Hungary1.58Luxembourg1.52Greece1.52Luxembourg1.56Austria1.5Slovenia1.5Belgium1.5Italy1.5Luxembourg1.49Greece1.46Belgium1.47Finland1.47Italy1.38Slovenia1.44Hungary1.43France1.32Ireland1.43Ireland1.4Finland1.37Italy1.34

Feuil1

grade 8Fig. 3.8a: Student's ICT based activities frequency during lessons at GRADE 8 (mean scores on a scale from 1 to 4; by country, 2011-12)

COUNTRY REPORT

grade 11genFig. 3.8b: Student's ICT based activities frequency during lessons at GRADE 11 in general education (mean scores on a scale from 1 to 4; by country, 2011-12)

for FRANCE

grade 11vocFig. 3.8c: Student's ICT based activities frequency during lessons at GRADE 11 in vocational education (mean scores on a scale from 1 to 4; by country, 2011-12)

grade 8mean1.63Austria1.5grade 11genEU mean1.65Austria1.58grade 11vocEU1.62Austria1.7

Fig. 3.4: Student's use of ICT activities in class (all grades, Austria and EU, 2011-12)

1.911.881.841.81.791.771.751.731.721.681.681.681.651.641.631.631.631.611.561.561.541.521.51.51.471.441.431.37

grade 8Fig. 12a: Student's ICT based activities frequency during lessons at GRADE 8 (mean scores on a scale from 1 to 4; by country, 2011-12)

2.622.461.981.861.851.791.761.751.751.731.71.651.641.641.61.581.571.571.551.531.521.521.51.491.471.431.41.34

grade 11genFig. 12b: Student's ICT based activities frequency during lessons at GRADE 11 in general education (mean scores on a scale from 1 to 4; by country, 2011-12)

2.162.091.881.881.861.811.791.791.761.711.71.681.671.661.631.631.621.611.611.61.581.561.51.461.381.32

grade 11vocFig. 12c: Student's ICT based activities frequency during lessons at GRADE 11 in vocational education (mean scores on a scale from 1 to 4; by country, 2011-12)