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Innovating Education and Educating for Innovation Education Innovation and Research Innovating Education and Educating for Innovation THE POWER OF DIGITAL TECHNOLOGIES AND SKILLS Innovating education and educating for innovation T HE POWER OF DIGI L T A CHNOLOGIES AND SKILLS T E C entre for E ducational R esearch and I nnovation Educational Research and Innovation Innovating Education and Educating for Innovation THE POWER OF DIGITAL TECHNOLOGIES AND SKILLS This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Please cite this publication as: OECD (2016), Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264265097-en ISBN 978-92-64-26508-0 (print) ISBN 978-92-64-26509-7 (PDF) Series: Educational Research and Innovation ISSN 2076-9660 (print) ISSN 2076-9679 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Latvia was not an OECD member at the time of preparation of this publication. Accordingly, Latvia is not included in the zone aggregates. Photo credits: ©alexmillos/Shutterstock.com Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda.htm. © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Foreword Foreword Digital technologies have a profound impact on economies and societies and are changing the way we work, communicate, engage in social activities and enjoy ourselves. They also drive innovation in many different spheres of life. The innovative capacity of technology is very much conditioned by the level of digital skills of the population. No wonder there is a very strong correlation between education and skills and the uptake and use of digital technologies in various spheres of life. The role of education and skills in promoting innovation is critical. Yet, despite the huge potential of digitalisation for fostering and enhancing learning, the impact of digital technologies on education itself has been shallow. Massive investments in ICT (Information and Communication Technology) in schools have not yet resulted in the hoped for transformation of educational practices, probably because the overriding focus on hardware and connectivity has kept back equally powerful strategies for increasing teachers’ ICT skills, improving teachers’ professional development, reforming pedagogies and producing appropriate software and courseware. Discussions about the potential of digital technologies in education today increasingly place the issue as part of a more comprehensive approach to innovation in education. Education systems and institutions are not averse to change in themselves, but there seem to be very powerful barriers in place that prevent digital technologies from reaching their potential in educational institutions and teaching and learning practices. Innovation doesn’t happen in a vacuum, but requires openness and interactions between systems and their environments. This is also very much the case for education. Schools cannot be left alone to make the difficult process of transformation, but need support not only through policies, but also from other actors and stakeholders. In recent years the emergent education industry has taken on a very important role. This role is not simply defined by commercial corporate interests selling products and services to schools, but is increasingly framed into a much wider concern for genuine innovation. In order to foster a dialogue aiming to identify the best policies and practices to foster innovation in education, the Global Education Industry Summits brings together governments and leaders from the global education industry. The success of these summits very much depends on the evidence that can feed into the dialogue. That is why the OECD, as a global leader in internationally comparative data and analysis, has produced this synthesis of the available evidence, generated through its surveys and analytical work. It serves as a background document for the second Global Education Industry Summit in Jerusalem on 26-27 September 2016. The report was prepared by Dirk Van Damme, head of the OECD Centre for Educational Research and Innovation (CERI), compiling analyses from recent OECD publications on innovation, innovation in education and technology-based innovation. In particular, the report offers a synthesis of the outcomes of different recent CERI projects, notably CERI’s “Innovation Strategy for Education and Training”, “Innovative Learning Environments”, and “Open Education Resources”. It also draws on recent publications of other programmes of the Directorate for Education and Skills (notably the OECD Programme on International Student Assessment (PISA), the OECD Programme for the International Assessment of Adult Competencies (PIAAC), the Teaching and Learning International I NNOVATING EDUcation AND EDUcating FOR INNOVATION: THE power OF digital TECHNOLOGIES AND SKILLS © OECD 2016 3 Foreword Survey (TALIS) and from some other OECD reports. Particular acknowledgment should be given to a forthcoming CERI publication on business-driven innovation in education, in particular to the analyses of markets and innovation in the education industry by Vincent-Lancrin, Atkinson and Kärkkäinen (Chapter 5) and business-driven innovation in education by Foray and Raffo (Chapter 6). Other sources for the report are the following OECD publications: OECD Skills Outlook 2013: First Results from the Survey of Adult Skills (2013); Sparking Innovation in STEM Education with Technology and Collaboration: A Case Study of the HP Catalyst Initiative, OECD Education Working Papers, No. 91 (2013); Measuring Innovation in Education. A New Perspective (2014); Innovation, governance and reform in education. CERI Conference background paper (2014); Measuring the Digital Economy: A New Perspective (2014); Digital Economy Outlook (2015); The Innovation Imperative: Contributing to Productivity, Growth and Well-being (2015); E-Learning in Higher Education in Latin America (2015); Adults, Computers and Problem Solving: What’s the Problem? (2015); Students, Computers and Learning. Making the Connection (2015); Education at a Glance 2015: OECD Indicators (2015); Open Educational Resources: A Catalyst for Innovation (2015); Schooling Redesigned. Towards Innovative Learning Systems (2015); Skills Matter: Further Results from the Survey of Adult Skills (2016); Getting Skills Right: Assessing and Anticipating Changing Skill Needs (2016); and Skills for a Digital World (2016). Use has also been made of various issues of the Education Indicators in Focus (http://dx.doi. org/10.1787/22267077), PISA in Focus (http://dx.doi.org/10.1787/22260919), and Teaching in Focus (http://dx.doi.org/10.1787/23039280) series, as well as OECD Education Today blog posts (http:// oecdeducationtoday.blogspot.fr/), OECD Education Working Papers (www.oecd-ilibrary.org/education/ oecd-education-working-papers_19939019) and unpublished documents. Other sources have been referred to in the text. Rachel Linden co-ordinated production of the report. 4 INNOVating EDUcation AND EDUcating FOR INNOVation: THE power OF digital TECHNOLOGIES AND SKILLS © OECD 2016 TABLE OF CONTENTS Table of contents Executive summary . 9 Chapter 1 The innovation imperative in education . 11 Innovation in education: why and what . 12 Measures of innovation in education . 17 The education and skills dimension of innovation . 22 Innovation strategies in education . 27 Key messages for innovation policies in education . 31 References . 33 Chapter 2 Digitalisation, digital practices and digital skills . 35 Digitalisation . 36 Digital skills in the adult population . 48 Digital skills among 15-year-old students . 61 Key messages for innovation policies in education . 65 References . 66 Chapter 3 Digital technologies in education . 67 Integrating ICT in teaching and learning in schools . 68 Teachers and ICT . 73 The effects of ICT on students’ learning outcomes in PISA . 77 Key messages for innovation policies in education . 85 References . 86 Chapter 4 The potential of technology-supported learning . 87 Introduction . 88 Examples of technology-supported pedagogical models . 91 Online resources for schools and self-directed learning . 101 Key messages for innovation policies in education . 109 References . 111 Chapter 5 Markets
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