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Mobile learning:
what works well and why



           Francesc Pedró
   Teacher Development and Education Policies
Mobile learning: what works well and why
1940s          1950s        1960s
                                                              (miitjans)   (mitjans)
                                                                                        1978 1980s   1990s     2012
                             1920 1928 1930s           1945
   Freqüència d’ùs




                                                                                                                    ¿?


1890                 1900s              1931




 1900                            1925                     1950                         1975                  2000
Why mobile learning?
Ubiquitous
and powerful
   mobile
  devices
                Potential to
                   benefit
                  learners
                everywhere
 Expanding
applicability
for teaching
and learning
How the demand for skills has changed
     Mean task input as percentiles of the 1960 task distribution   Economy-wide measures of routine and non-routine task input (US)



                                                                                                                          Routine manual
65

60                                                                                                                        Nonroutine manual

55
                                                                                                                          Routine cognitive
50

45                                                                                                                        Nonroutine analytic

40
                                                                                                                            Nonroutine interactive
 1960                                                               1970           1980       1990             2002
                                                                                            The dilemma of schools:
                                                                                            The skills that are easiest to teach and test are also
                                                                                            the ones that are easiest to digitise, automate and
                                                                    (Levy and Murnane)
                                                                                            outsource
Mobile learning: what works well and why
Mobile learning: what works well and why
Mobile learning: what works well and why
Where are we?
Where are we?
 Improved
  access
 BYOT vs.
  public
  investments
Where are we?
                      Limited intensity and variety of uses in the classroom
100%
                                                                           100%
90%
                                                                           90%

80%                                                                        80%

70%                                                                        70%

60%                                                                        60%

50%                                                                        50%

40%                                                                        40%

30%                                                                        30%

20%                                                                        20%

10%                                                                        10%

 0%                                                                         0%
       OECD average        Sweden            Denmark               Korea          OECD average        Sweden            Denmark           Korea

           No time    0-30 mins     30-60 mins   60 mins or more                     No time     0-30 mins     30-60 mins   60 mins or more




                                  Science                                                        Foreign language
                            (weekly usage)                                                            (weekly usage)
Where are we?
                                           Limited intensity and variety of uses in the classroom
                              100
                                                                                     Percentage of students declaring at least a weekly usage, PISA 2009
                               90


                               80


                               70
Percentage of students




                               60


                               50


                               40


                               30


                               20


                               10


                                0
                         Use school the Internetfor group work and communicationindividual homework on a Chat oncomputer browse material from the school's Play simulationsor mathematics school's we
                           Browse computers for schoolwork            UseDoing with other students Download, line at school drilling, such as for foreign language learning at work on the
                                                                          e-mail at school               school upload or and
                                                                                                                  Practice                                   website      Post school
          OCDE average                     39                22               19                18               15                15                14               10                9
Where are we?
                                       But not at home!
                         100
                                                                                 Percentage of students declaring at least a weekly usage, PISA 2009
                         90

                         80

                         70
Percentage of students




                         60

                         50

                         40

                         30

                         20

                         10

                           0
                                                                                                                                                            Use e-mail for
                                                                                      Use e-mail for
                                                                                                          Download, upload or     Check the school's     communication with
                               Doing homework on the   Browse the Internet for     communication with
                                                                                                          browse material from       website for       teachers and submission
                                      computer              schoolwork             other students about
                                                                                                           the school's website    announcements        of homework or other
                                                                                       schoolwork
                                                                                                                                                             schoolwork
          OCDE average                  50                       46                        34                      23                    21                      14
How to explain it?
   Perception of usability:
       Can I use it?
   Perception of usefulness:
       is it worth the effort?
What works?
1. Engagement
2. Convenience
3. Productivity
3. Productividad
It’s not the technology!

   Educational needs
 Pedagogic solution
 Affordable and sustainable


           It’s the pedagogy!
Making change happen
How to move forward?
 Realism: “a teacher like me” approach
 More than even, we need an efficiency-
  driven approach:
       Are students going to learn more, better,
        differently?
         – From data transparency to data-driven instruction
       Am I going to become more efficient?
         – Teacher and student perspectives
   Policy focus has to shift to assess, suport and
    reward teaching
Mobile learning: what works well and why
Teachers still need support
 %
                                                                        TALIS Average
70
60
50
40
30
20
10
 0
         Teaching    ICT teaching      Student     Instructional   Subject field     Student     Content and     Student    Teaching in a  Classroom    School
          special        skills     discipline and   practices                     counselling   performance   assessment   multicultural management management
      learning needs                  behaviour                                                   standards     practices      setting                   and
         students                     problems                                                                                                       administration




Areas are ranked in descending order of the international average where teachers report a high level of need
for development.
Source: OECD. 2009
But they hardly get any feedback
                                                     No appraisal or feedback                                                                       No school evaluation
  %

60
50
40
30
20
10
 0
                                                                                   Australia
                       Portugal




                                                      Iceland




                                                                                                                                Mexico
                                                                                                                                         Denmark
                                            Brazil




                                                                                                                       Turkey




                                                                                                                                                                    Slovenia
       Italy




                                                                                                                                                                               Hungary




                                                                                                                                                                                                                     Lithuania
                                                                                                               Malta




                                                                                                                                                                                         Estonia




                                                                                                                                                                                                                                 Malaysia
                                  Ireland
               Spain




                                                                         Austria




                                                                                                                                                                                                                                            Bulgaria
                                                                Norway




                                                                                                                                                            Korea




                                                                                                                                                                                                   Slovak Republic
                                                                                                                                                   Poland
                                                                                               Belgium (Fl.)




Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.
Source: OECD. Table 5.1 and 5.3
Making change happen

                           Strong support + incentives


                Poor results                              Good results
        Idiosyncratic innovations                    Systemic innovation


Low pressure:                                                    High pressure:
no assessment                                                     assessment

                Poor results                         Conflict & demoralisation
                  No use                                     Fake use


                           Weak support & no incentives
Summing up
 We need more and better uses of technology
  in school education…
 But only efficient solutions have a chance to
  scale up!
 What happens with technology is just an
  indication of how badly school systems
  manage educational change
No new kid in the block, but a more
   balanced learning ecosystem
Mobile learning: what works well and why
Many thanks
            F.Pedro@UNESCO.org

Available at:
                 /francescpedro

More at:
                 @FrancescPedroED
                 /francesc.pedroED

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Mobile learning: what works well and why

  • 1. Mobile learning: what works well and why Francesc Pedró Teacher Development and Education Policies
  • 3. 1940s 1950s 1960s (miitjans) (mitjans) 1978 1980s 1990s 2012 1920 1928 1930s 1945 Freqüència d’ùs ¿? 1890 1900s 1931 1900 1925 1950 1975 2000
  • 5. Ubiquitous and powerful mobile devices Potential to benefit learners everywhere Expanding applicability for teaching and learning
  • 6. How the demand for skills has changed Mean task input as percentiles of the 1960 task distribution Economy-wide measures of routine and non-routine task input (US) Routine manual 65 60 Nonroutine manual 55 Routine cognitive 50 45 Nonroutine analytic 40 Nonroutine interactive 1960 1970 1980 1990 2002 The dilemma of schools: The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and (Levy and Murnane) outsource
  • 11. Where are we?  Improved access  BYOT vs. public investments
  • 12. Where are we? Limited intensity and variety of uses in the classroom 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% OECD average Sweden Denmark Korea OECD average Sweden Denmark Korea No time 0-30 mins 30-60 mins 60 mins or more No time 0-30 mins 30-60 mins 60 mins or more Science Foreign language (weekly usage) (weekly usage)
  • 13. Where are we? Limited intensity and variety of uses in the classroom 100 Percentage of students declaring at least a weekly usage, PISA 2009 90 80 70 Percentage of students 60 50 40 30 20 10 0 Use school the Internetfor group work and communicationindividual homework on a Chat oncomputer browse material from the school's Play simulationsor mathematics school's we Browse computers for schoolwork UseDoing with other students Download, line at school drilling, such as for foreign language learning at work on the e-mail at school school upload or and Practice website Post school OCDE average 39 22 19 18 15 15 14 10 9
  • 14. Where are we? But not at home! 100 Percentage of students declaring at least a weekly usage, PISA 2009 90 80 70 Percentage of students 60 50 40 30 20 10 0 Use e-mail for Use e-mail for Download, upload or Check the school's communication with Doing homework on the Browse the Internet for communication with browse material from website for teachers and submission computer schoolwork other students about the school's website announcements of homework or other schoolwork schoolwork OCDE average 50 46 34 23 21 14
  • 15. How to explain it?  Perception of usability:  Can I use it?  Perception of usefulness:  is it worth the effort?
  • 21. It’s not the technology!  Educational needs  Pedagogic solution  Affordable and sustainable It’s the pedagogy!
  • 23. How to move forward?  Realism: “a teacher like me” approach  More than even, we need an efficiency- driven approach:  Are students going to learn more, better, differently? – From data transparency to data-driven instruction  Am I going to become more efficient? – Teacher and student perspectives  Policy focus has to shift to assess, suport and reward teaching
  • 25. Teachers still need support % TALIS Average 70 60 50 40 30 20 10 0 Teaching ICT teaching Student Instructional Subject field Student Content and Student Teaching in a Classroom School special skills discipline and practices counselling performance assessment multicultural management management learning needs behaviour standards practices setting and students problems administration Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. 2009
  • 26. But they hardly get any feedback No appraisal or feedback No school evaluation % 60 50 40 30 20 10 0 Australia Portugal Iceland Mexico Denmark Brazil Turkey Slovenia Italy Hungary Lithuania Malta Estonia Malaysia Ireland Spain Austria Bulgaria Norway Korea Slovak Republic Poland Belgium (Fl.) Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback. Source: OECD. Table 5.1 and 5.3
  • 27. Making change happen Strong support + incentives Poor results Good results Idiosyncratic innovations Systemic innovation Low pressure: High pressure: no assessment assessment Poor results Conflict & demoralisation No use Fake use Weak support & no incentives
  • 28. Summing up  We need more and better uses of technology in school education…  But only efficient solutions have a chance to scale up!  What happens with technology is just an indication of how badly school systems manage educational change
  • 29. No new kid in the block, but a more balanced learning ecosystem
  • 31. Many thanks F.Pedro@UNESCO.org Available at: /francescpedro More at: @FrancescPedroED /francesc.pedroED

Notas del editor

  1. This is a question that comes up a lot… Why a particular technology focus?
  2. The simple answer is there has been a “fortuitous convergence” Mobile devices have saturated society and they are—based on our research—increasingly relevant to education. We are rapidly discovering—as I’m sure all of the people in this room are as well—that mobile phones can enrich and expand learning. Increasingly, it looks as if mobile devices may have an important role to play both in the formal setting of school as well as the informal learning environments outside of school.Essentially, we are rapidly recognizing that the devices tucked in our pockets and bags, carry an impressive (although mostly unrealized) potential to benefit learners living and working in a wide range of contexts.Let’s briefly underscore what exactly I mean by “ubiquity” and “power” in the context of mobile learning.I will then summarize UNESCO’s efforts to help bridge the ubiquitous and powerful devices to learning and EFA Goals.
  3. Levy and Murnane show how the composition of the US work force has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser. All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started. Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.