Innovating Education and Educating for Innovation
Education Innovation and Research
Innovating Education and Educating for Innovation
THE POWER OF DIGITAL TECHNOLOGIES AND SKILLS
Centre for Educational Research and Innovation
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.
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)
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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
Innovating Education and Educating for Innovation: The power of digital technologies and skills ? OECD 2016
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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 K?rkk?inen (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 (. org/10.1787/22267077), PISA in Focus (), and Teaching in Focus () series, as well as OECD Education Today blog posts (http:// oecdeducationtoday.blogspot.fr/), OECD Education Working Papers (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.
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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 and innovation in the education industry . . . . . . . . . . . . . . . . . . . 115
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Size and structure of the education resource industry. . . . . . . . . . . . . . . . . . . . . . . . 116 The innovation role of market leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Improving the knowledge base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Implications for policy makers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Key messages for innovation policies in education . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
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Table of contents
Chapter 6 Business-driven innovation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
A first look at innovation in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Patents in educational and instructional technologies . . . . . . . . . . . . . . . . . . . . . . . 129 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
ANNEX A. Report from the 2015 Global Education Industry Summit, held in Helsinki on 19-20 October 2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Figures
1.1. Comparing innovation, reform and change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 1.2. Professionals in highly innovative workplaces, by sector
and innovation type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1.3. Professionals in highly innovative workplaces, by sector and country . . . . . . . 18 1.4. Education professionals working in highly innovative workplaces,
by education level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1.5. Overall composite education innovation index, 2000-11 . . . . . . . . . . . . . . . . . . . 22 1.6. Critical skills for the most innovative jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 2.1. The diffusion of selected online activities among Internet users, 2013-14 . . . . 40 2.2. Internet users by age, 16-24 year-olds and 65-74 year-olds, 2014 . . . . . . . . . . . . 41 2.3. Change in Internet access at home, 2009-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 2.4. Internet use among 15 year-old students at school and outside school, 2012. . 44 2.5. Percentage of students who reported engaging in each Internet activity
at least once a week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 2.6. Access to computers at home and students' socio-economic status . . . . . . . . . 47 2.7. Common computer leisure activities outside of school, by students'
socio-economic status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2.8. Problem-solving proficiency in technology-rich environments among adults . 49 2.9. Problem-solving proficiency, by educational attainment . . . . . . . . . . . . . . . . . . . 52 2.10. Problem-solving proficiency among younger and older adults . . . . . . . . . . . . . . 54 2.11. Labour force participation, by problem-solving proficiency using ICT . . . . . . . . 55 2.12. Percentage of workers who use a computer at work. . . . . . . . . . . . . . . . . . . . . . . 57 2.13. Percentage of individuals who judge their computer skills would be sufficient
if they were to apply for a new job within a year, 2013 . . . . . . . . . . . . . . . . . . . . . 58 2.14. Proficiency in digital reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 2.15. Task-oriented browsing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
3.1. Change in the index of quality of schools' educational resources, 2003 and 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3.2.Use of ICT at school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.3. Index of ICT use at school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 3.4. ICT and teachers: teaching practices, teachers' need for professional
development and participation in professional development activities (TALIS 2013) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 3.5. Percentage of teachers with good ICT problem-solving skills, compared with selected industries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
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Innovating Education and Educating for Innovation: The power of digital technologies and skills ? OECD 2016
Table of contents
3.6. ICT skills among primary and secondary teachers, other tertiary-educated adults and the overall adult population, 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
3.7. Trends in students' mathematics performance and number of computers at school (2012) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
3.8. Students' skills in reading, by ICT use at school . . . . . . . . . . . . . . . . . . . . . . . . . . 79 3.9. Frequency of computer use at school and digital reading skills . . . . . . . . . . . . . 80 3.10. Performance in mathematics, by index of computer use in mathematics
lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 3.11. Students' skills in reading, by ICT use outside school for schoolwork . . . . . . . . 82 3.12. Students' skills in reading, by ICT use outside school for leisure . . . . . . . . . . . . 83
4.1. Individuals participating in an online course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 5.1. Concentration of the education publishing industry, 2010. . . . . . . . . . . . . . . . . . 118 6.1. Evolution of the world's education-related patents by priority year, 2000-14 . . 131 6.2. Firms filing education-related patents, entry and technological
concentration, 1990-2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 6.3. World share of education-related patent filings by first applicant country,
2000-14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 6.4. Education-related patent filings by priority year and inventor's
country, 2002-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 6.5. Number of top 50 companies with a specialised education patent portfolio
in specific markets, 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Boxes
1.1. Policy messages from the OECD's Innovation Imperative . . . . . . . . . . . . . . . . . . . 14 1.2. OECD definitions of innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1.3. Example of innovation in instructional practices . . . . . . . . . . . . . . . . . . . . . . . . . 21 1.4. How human capital shapes innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 1.5. Fostering and assessing creative and critical thinking skills . . . . . . . . . . . . . . . . 24 1.6. Eembedding entrepreneurship into the curriculum learning in higher
education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 1.7. The Hungarian National Education Sector Innovation System (NESIS) . . . . . . . 28 1.8. Manifesto of the European Year of Creativity and Innovation, 2009 . . . . . . . . . . 29 1.9. Conditions for education system redesign in the OECD/CERI ILE Innovative
Learning Environments project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 1.10. World Economic Forum: Nine "plays" to spark innovation in education . . . . . . 30
2.1. Key pillars of national digital economy strategies . . . . . . . . . . . . . . . . . . . . . . . . . 37 2.2. Seizing the benefits of digitalisation for growth and well-being: New horizontal
OECD work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2.3. How information on students' familiarity with ICT was collected in the PISA
2012 survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.4. About the OECD Survey of Adult Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 2.5. The National Programme for Digital Inclusion in Norway . . . . . . . . . . . . . . . . . . 60 2.6. Testing students' digital reading skills and navigation behaviour in PISA 2012 61 3.1. What is TALIS?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 3.2. Promoting teachers' digital skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 4.1. Digitalising schools in Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 4.2. Design of the HP Catalyst Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
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