How well are teachers doing in solving problems using ICT?

How well are teachers doing in solving problems using ICT? 

The most recent Education Indicators in Focus brief compares teachers’ ICT and problem-solving skills with those of the working population as a whole and with other tertiary-educated professionals. 

New generations of teachers who are better trained and who participate in professional development activities throughout their careers will probably be able to adopt innovative practices that are more suited to 21st-century learning environments. Governments should not blame older teachers for having poor problem-solving and ICT skills; equally, they cannot afford to miss the opportunity to fill the teaching posts left vacant by retirees with younger, more tech-savvy problem solvers. -

Innovative Teaching for Effective Learning (ITEL) - Teacher Knowledge Survey

Students, Computers and Learning: e Making the Connection. Country note Spain

Students, Computers and Learning: Making the Connection  . Spain

• In 2012, schools in Spain had almost one computer available for every two 15-year-old students. The students-per-computer ratio of 2.2-to-1 is the 9th lowest among the 34 OECD countries. In general, however, countries that have invested heavily in ICT for education have seen no appreciable improvement in student achievement in reading, mathematics or science over the past ten years. • 

• Students in Spain perform significantly below the OECD average in digital reading (466 points on the PISA digital reading scale), and below students in other countries with similar performance in print reading. In the PISA assessment of digital reading, about one in 20 students in Spain (4.6%) did not navigate at all to find the information needed to solve a problem, and those who did navigate got lost more often than students in other countries, on average.

 • Students in Spain also perform below the OECD average in computer-based mathematics (475 points on the PISA mathematics scale).

• Students in Spain browse the Internet for schoolwork, at or outside of school, more often than students in other OECD countries, on average. Students who reported that they browse the Internet for schoolwork at school tend to perform better in the PISA digital reading test than students who never browse the Internet for schoolwork.

 • Regardless of socio-economic status, students in Spain spend about 2 hours and 20 minutes on line every weekend day, on average – more than the OECD average. In their leisure time on line, advantaged students (those among the top 25% in socio-economic status) are more likely than disadvantaged students to search the Internet for information or read online news, and less likely than disadvantaged students to chat on line or upload pictures or videos.

Who are the best online readers?


To be proficient in online reading, students must be able to plan and execute a search, evaluate the usefulness of information, and assess the credibility of sources. Most students cannot develop these skills through casual practice alone; they need explicit guidance from teachers and high-quality educational resources to master these increasingly important skills.

Students, Computers and Learning Making the Connection - PISA 2012 - PUBLICATIONS

Back – and looking ahead – to school

by Andreas Schleicher
Director, Directorate for Education and Skills

OECD

15 Sep 2015, 12:00 AM UTC

Students, Computers and Learning: Making the Connection (Andreas Schleicher, (Director, OECD Directorate for Education and Skills) from OECD Education

Students, Computers and Learning Making the Connection - PISA 2012

Infographic

PISA Digital Skills

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the "digital divide" – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Table of Contents

  - Foreword and Acknowledgements

  - Executive Summary

  - Reader's Guide

  - How Students' Use of Computers has Evolved in Recent Years

  - Integrating Information and Communication Technology in Teaching and Learning

  - Main Results from the PISA 2012 Computer-Based Assessments

  - The Importance of Navigation in Online Reading: Think, then Click

  - Inequalities in Digital Proficiency: Bridging the Divide

  - How Computers are Related to Students' Performance

  - Using Log-File Data to Understand What Drives Performance in PISA (Case Study)

  - Implications of Digital Technology for Education Policy and Practice

  - Technical notes on analyses in this volume

  - List of tables available on line

What computer skills can do for you

What computer skills can do for you

by Andreas Schleicher
Director, Directorate for Education and Skills

women’s absence in STEM occupations

Results from the first Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), found that gender differences in the use of information and communication technologies (ICT) have narrowed considerably among 16-24 year-olds, and that, among younger adults, there is, on average, no gender difference in proficiency in numeracy or literacy. In fact, in those countries where there is a difference between young men’s and young women’s levels of literacy, it is young women who score higher.