Download article (.pdf) | Report by the CERI/OECD Secretariat
This report summarises the findings of a major CERI/OECD research programme into ICT and innovation in schools. Among the important conclusions here presented is the observation that a variety of instructional reforms is under way, driven by a perceived need to reorient schooling from rote learning, shallow but wide coverage, and individualistic learning processes to higher level skills, problem solving, in-depth study, and collaborative learning.
These reforms take different forms in different countries. The report points out that some are using curriculum standards and performance assessments to drive teachers and administrators to account for the success of all learners, especially the traditionally marginalised. Other countries are depending more on improved staff development and revised curricula, emphasising learning to how to learn as well as learning interactive, collaborative skills. Life-long learning is also a major concern although policies and programmes aimed at this broad area are often not visible in schooling.
A set of reseach questions is presented, along with a discussion of the link between ICT and innovation in schools. Many of the accompanying case studies can be found elsewhere in the knowledge base.