16-17 October 2007, Cheju Island, South Korea
OECD’s Centre for Educational Research and Innovation (CERI) launched a new activity last January on the New Millennium Learners, which will run for two years. The main objective of this activity is to conceptualise and analyse, from a comparative perspective, the effects of digital technologies on cognitive development, values and lifestyles, and educational expectations and performance, and to examine the educational responses to the emergence of this new phenomenon, both in terms of policies and practices.
This international expert meeting, sponsored by the Korean Ministry of Education and Human Resources Development (MoEHRD) and the Korea Educational Research and Information Service (KERIS) will be devoted to analysing the effects of digital technologies on educational performance.
There is overwhelming evidence regarding the spread of digital technologies in OECD countries, but little is known about the effects of a digital lifestyle, i.e. living completely surrounded by digital technologies and services, on learning. Some authors claim that they can be a powerful transformational tool in classroom teaching and learning; others sustain the view that even commercial videogames have a positive impact on cognitive development and skills. Both positions, however, have to be checked against the reality of facts, and this is precisely the starting point for this international expert meeting.
Objectives of the meeting:
In this context, this expert meeting is intended to summarise the existing evidence regarding the effects of digital technologies on educational performance. In particular, the meeting should result in:
- A wider definition of educational performance, including both traditional school-related competences and contents but also (possibly) those linked to the emergence of a knowledge society.
- An updated synthesis on the effects of digital technologies on this wider concept of school performance, thus addressing the relationships between:
1. in-school use of digital technologies and academic and non-academic results; and
2. non-school uses of these technologies and academic and non-academic results.
- A discussion of the educational and political implications of these effects:
1. The more digital technologies are used, the better for educational performance?
2. How should learning environments be designed for a better use of digital technologies in view of improved performance and learning experience?
- Future orientations for educational and social research in this area.
Korean meeting website
Papers and presentations
Defining the issue: the views of policy makers, teachers and researchers about digital technologies and educational performance
Do national results point to the same direction? The role of research reviews and assessment studies
Comparative international evidence on the impact of digital technologies on learning outcomes: empirical studies
Comparative international evidence on the impact of digital technologies on learning outcomes: policy implications
Enriched learning environment: enhancing learning outcomes with ICT
ICT impact on Education: Effective utlization on lessons. Makoto Kageto, Nihon Fukushi, National Institue of Multimedia Education
Alternative learning environments in practice: using ICT to change impact and outcomes
Enlarging the view: alternative ways to deal with ICT and educational performance