OECD Digital Education Outlook 2023.
Digital Education Outlook 2023 provides a comparative, thematic analysis of how countries shape or could shape their digital ecosystem.
| Formato: | Libro electrónico |
|---|---|
| Idioma: | Inglés |
| Publicado: |
Paris :
Organization for Economic Cooperation & Development
2023.
|
| Edición: | 1st ed |
| Colección: | OECD Digital Education Outlook Series
|
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009792115606719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgments
- Country coordinators
- OECD-Education International "Opportunities, Guidelines and Guardrails"
- Executive Summary
- Digital education ecosystems
- System-level management tools
- Digital ecosystems for teaching and learning
- Digital competences
- Physical infrastructure
- Access, use and governance of digital technologies and data in education
- Equality of access and use
- Data and technology governance
- Interoperability
- Procurement
- Supporting innovation and research and development (R-D) in digital education
- Support organisations
- Opportunities, guidelines and guardrails for an effective and equitable use of AI and digital technology in education
- 1 Towards a digital transformation of education: distance travelled and journey ahead
- Introduction
- Opportunities of a digital transformation
- Personalising learning and education
- Inclusion and equity
- Enhancing the quality of teaching
- Improving efficiency
- Enhancing research and innovation
- Making education more relevant to modern times
- Challenges of a digital transformation
- Digital divides
- Performance of digital tools
- New or amplified biases
- Inefficiencies of a digital ecosystem
- Privacy and data protection
- Ethics of AI
- Social acceptance
- Digital education ecosystems: where do we stand and what more could be done?
- System- and school- level digital management tools
- Digital ecosystems for teaching and learning
- Digital competences
- Governing the digital transformation in education
- Interoperability
- Data governance
- Technology governance
- Procurement
- Co-creation and multi-stakeholder relations
- Support organisations
- Monitoring
- Further steps towards a digital transformation
- References
- Part I Digital Infrastructure.
- 2 Education and student information systems
- Introduction
- A state of the art
- Student-level longitudinal tracking
- Student-level data elements and linkages
- Student outcomes
- Teacher-student linkages
- Built-in reporting and analysis tools
- Access models
- Summary
- A typology of longitudinal information systems
- The reporting and research approach
- The e-governance approach
- The school improvement approach
- The expert system approach
- Summary and remarks
- Reflections on current and upcoming longitudinal information systems
- Diversity or convergence
- Integration or interoperability
- A vision for the next generation of information systems
- References
- Notes
- 3 Learning management systems and other digital tools for system and institutional management
- Introduction
- Managing schools
- Learning management systems
- Where countries stand
- Examples
- Customer Relationship Management Systems (communication)
- Administrative functions systems
- Facility management systems
- Managing enrolments, credentials and preventing dropout
- Early Warning System
- Student admission systems
- Registration
- Selective application and admission
- Credentialing tools
- Providing guidance about studies and careers
- Careers/study guidance platform for students
- Careers guidance platform for teachers
- Other types of digital systems or platforms
- Summary and policy pointers for digital management tools
- Monitoring usage
- Taking advantage of advanced technology (AI)
- Reflecting on public provision or procurement models
- A minimal public infrastructure?
- From efficient management to effective and strategic uses of the ecosystem towards a digital transformation
- References
- Note
- 4 Digital assessment
- Introduction
- A state of the art
- Digitalisation of standardised student evaluation.
- Country coverage and main characteristics
- Turning assessment results into formative information
- Digitalisation of student examinations
- Country coverage
- Digital tools to support assessment
- Country coverage
- To provide an environment for digital assessment
- To support the design of teacher-given assessments
- To support the administration of paper-based assessments
- To support the grading of exams and the transfer of grades
- To enable proctoring
- Summary: key insights, reflection, and possible trends
- Digitising the simpler things first
- A digitalisation without transformation?
- Looking forward: where to go next?
- References
- Notes
- 5 Digital teaching and learning resources
- Introduction
- A state of the art
- Division of public responsibility
- Open provision of educational content
- TV and radio content
- Social media channels
- Massive Open Online Courses (MOOC)
- Public curation of digital teaching and learning resources
- Resources in all shapes and forms
- Open educational resources
- Self-assessment resources
- Digital textbooks
- Public provision of "smart" digital tools and resources
- Online student tutoring platform
- Digital resources for teacher development
- Moving forward: key insights, reflection, and possible development
- Summary of findings
- Looking forward: where to go next?
- Making digital resources available to students and learners
- Going from availability to use
- Going from digital to smart resources
- Monitoring use and conditions of use
- References
- 6 Hardware: the provision of connectivity and digital devices
- Introduction
- High-quality connectivity to fully leverage digital education
- Access and quality of connectivity at schools
- The last mile problem for connectivity in digital education.
- Equipment for schools and equity for students: digital device distribution policy
- Equipping schools to fully benefit from digital tools and resources
- Supporting students' and teachers' access to digital education at home
- Conclusion: Seizing the momentum of post-pandemic recovery, knowing one's ICT infrastructure, and supporting its end users
- References
- Annex 6.A. Participating countries' responses to the digital infrastructure and governance instruments
- Notes
- 7 Teacher digital competences: formal approaches to their development
- Introduction
- Teacher digital competences: what are they?
- Generic digital competence
- Digital teaching competence
- Professional digital competence
- Approaches to formalising the development of teacher digital competences
- Setting and regulating teacher standards
- Linking teacher standards to accreditation processes for initial teacher education providers
- Linking teacher standards to the evaluation or certification of teacher digital competences
- Setting standards for student learning outcomes
- Incentivising professional development on digital competences
- Recognise digital competences for career advancement or specialisation
- Harness digitalisation to make available accessible and flexible resources and training
- Provide strong financial incentives
- Creating of a wider digital education ecosystem to support education stakeholders
- Conclusion
- References
- Notes
- Part II Digital Governance
- 8 Data and technology governance: fostering trust in the use of data
- Introduction
- Privacy and data protection: an introduction
- Personal information
- The blurring distinction between personal and non-personal information
- Responding to privacy concerns
- Cyber-security
- Data misuse concerns
- Behaviour-monitoring and biometric data.
- Potential harms from privacy breaches
- Data protection and privacy across countries
- Student and staff protection regimes
- Regulating privacy by tiered-access policies
- Regulating access through technology
- Enhancing data sharing through empowering schools and staff
- Sharing and access to data for research and system learning
- Access to administrative data for research
- Access to data collected by commercial tools and solutions
- Summary
- Regulation about algorithms, AI systems and automated decision-making
- First examples of guidance or governance of technology
- Conclusions and policy pointers
- Privacy protection should be compatible with the use of data for educational improvement and innovation
- The way forward is a risk-management approach
- Law and regulation should come with support for school staff
- References
- Notes
- 9 Algorithmic bias: the state of the situation and policy recommendations
- Introduction
- What is algorithmic bias?
- Defining algorithmic bias
- Algorithmic bias in emerging use
- How this type of algorithmic bias is identified
- Bias against whom?
- Origins of bias and harm in the machine-learning pipeline
- Mitigating bias by formalising fairness
- Representational and measurement biases: the key role for data collection
- Algorithmic bias: impact on students in common demographic categories
- Algorithmic bias in education in the United States (Widely studied categories)
- Algorithmic bias in education in Europe (Widely studied categories)
- Algorithmic bias in education in the rest of the world (Widely Studied Categories)
- Algorithmic bias: impact on students in other categories
- From unknown bias to known bias, from fairness to equity
- Obstacles to fairness
- Recommendations for policy makers
- 1. Consider algorithmic bias when considering privacy policy and mandates.
- 2. Require algorithmic bias analyses, including requiring necessary data collection.
