In OECD countries, infrastructure and student competence does not contribute to the success of the reforms

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TECHNOLOGY AS A CATALIST - OECD, ICT and the
Quality of Learning, 2001

• In OECD countries, infrastructure and student
  competence does not contribute to the success of
  the reforms
• teacher attitudes, motivation and competence are
  more important
• reform-oriented educational institutions with
  dedicated and highly trained staff to be the
  first to introduce ICT successfully
• In Hungary, ICT infrastructure at schools played
  a more important part in educational reforms
  ICT acted like theTroyan horse

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ICT in Education in Gypsy Schools,2003-2005

• Aim promote equity through introducing ICT-based
  teaching and learning methods in 10 primary
  schools in villages of Borsod-Abauj-Zemplén
  County, with 50 or more Gypsy student
  population, prepare students for secondary
  education and individual studies
• ICT enriched disciplines
• Mother Tongue, Visual Arts,
• Science (Physics, Chemistry)
• Mathematics, Biology

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OECD, Promoting Equity Through ICT in
Education Seminar, Budapest, June 2003Case
studies from 14 countriesMeta-analysis of IEA,
PISA and SITES testing studiesInternational
policy survey on the handicapped
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ICT at the service of formative assessment

• Differentiated, adaptive, made to measure
  development realised at the click of button
• Multi-level registration of classroom processes
• Immediate feedback of results
• Elaboration of skills enhancement strategies,
  based on the results of assessment
• Interactive knowledge sharing environment
  transparency of mutual expectations, assessment
  methods and developmental data

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EQUITY ISSUES IN HUNGARIANICT POLICY

• Tax deduction plan for families and teachers for
  PC rental, leasing and purchase
• School of the Third Millennium Project long
  term, subsidised loan for schools to reconstruct
  buildings
• Software development and sharing government
  sponsored software must be made available free of
  charge
• Subsidised teaching projects, e.g. Logo at
  telehouses, Romani LTL, ECDL, ICT for teachers

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EQUITY ISSUES AND ACADEMIC STANDARDS

• Gaps in academic performance between high and low
  poverty students do not increase when all
  students have equal access to ICT.
• Equal access to ICT leads to individualised
  instruction and an increase in learning
  performance of the less advantaged students,
  narrowing the performance gap
• ICT use will lead to the same or higher academic
  standards in spite of low quality ICT
  materials. ? Standards depend on teaching
  not on courseware.

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TEACHING OBJECTIVES

Develop cognitive abilities, communication and
learning to learn skills through virtual learning
environments, online databases, individualised
tutorial and examination systems. and digital
projects. Make students and teachers aware of
the Gypsy cultural heritage through participation
in national and international ICT projects
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Equity and ICT evidence from research
Andrea Kárpáti Eötvös University, Faculty of
Sciences, Centre for Multimedia and Educational
Technologye-mail karpatian_at_axelero.hu
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Effects of ICT on the development of skills and
abilities

• Sample Northern Hungary, miners villages, 10
  schols, ages 13-15, N290)
• Tests and tasks
• Inductive thinking ability
• Combinative ability
• Reading and comprehension
• Self regulated learning
• Personality test
• Background variables SES, school achievement,
  parents education

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Real time and Internet based collaboration for
motivated, authentic practice
Social, PC ownership and gender differences
almost disappear during the school year -
significantly so in ICT enriched learning
programmes
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Developent of inductive thinking skills in the
pretest
and posttest

Grade
15
Developent of combinative thinking skills in the
pretest
and posttest

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Developent of reading skills skills in the
pretest
and posttest

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Developent of inductive thinking skills in the
pretest on class level
Pretest
Posttest
Classes
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Developent of combinative thinking skills in the
pretest on class level
Posttest
Pretest
Classes
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Developent of reading skills in the pretest on
class level
Pretest
Posttest
Classes
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Az induktív gondolkodási képesség gyakorisági
eloszlása az elo- és utómérésben
Frequency distribution of inductive thinking
skills in the pretest and posttest on class level
Posttest
Pretest
87
62
Percentage points
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Frequency distribution of combinative thinking
skills in the pretest and posttest on class level
Posttest
Pretest
52
27
Percentage points
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Frequency distribution of reading skills in the
pretest and posttest on class level
Posttest
Pretest
82
41
Percentage points
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Gamma-values showing development
Abilities Gamma Spontaneous development Estimated reserach effect
Inductive 0,90 0,38 0,52
Combinative 0,72 0,10 0,62
Reading 0,79 -- --
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Andrea Kárpáti Eötvös University, Faculty of
Sciences, Centre for Multimedia and Educational
Technologye-mail karpatian_at_axelero.hu