OECD – As in all sectors, innovation will be essential to bring about qualitative changes in education, as opposed to the quantitative expansion seen so far. These changes are needed to increase efficiency and improve the quality equity of learning opportunities.
Education has not managed to harness technology to productivity, improve efficiency, increase quality and foster equity in the way other public sectors have. At the same time education can also foster innovation in society at large by developing the right skills to nurture it. These skills, including critical thinking, creativity and imagination, can be fostered through appropriate teaching, and practices such as entrepreneurship education.
Governments should develop smart innovation strategies for education with the right policy mix to give meaning and purpose to innovation, including creating an innovation-friendly culture.
The “digital divide” has become a skills gap between the haves and have-nots. Digital skills generate a significant return in terms of employment, income and other social outcomes for those who have them, but set up barriers to better life opportunities for those without.
The introduction of digital technologies in schools has not yet delivered the promised improvements of better results at lower cost. There is only a weak, and sometimes negative, association between the use of ICT in education and performance in mathematics and reading, even after accounting for differences in national income and socio-economic status.
Gaps in digital skills of both teachers and students, difficulties in locating high-quality digital learning resources and software, a lack of clarity over learning goals, and insufficient pedagogical preparation on how to blend technology meaningfully into teaching, have driven a wedge between expectations and reality.
Schools and governments must address these challenges or technology may do more harm than good. more> https://goo.gl/Npz7S0