Tag: oecd
This paper will explore some of the pressing issues regarding children’s use of technology. For example, do outcomes depend on the quality of media consumed, or is all…
Software and social robots that are fed constant streams of data have the greatest disruption potential for teaching and learning: it’s not just technology, it’s teachology. While we…
Within a developmentally appropriate framework, digital technologies may support a range of interactions in early education settings, including those among children and those between children and teachers, their…
In principle, the use of digital technology in universities holds great promise, including transforming teaching and learning practices; widening access to non-traditional learners; reducing instructional costs; improving opportunities…
“It’s a great moment” for learning, says Andreas Schleicher, head of education at the OECD. “All the red tape that keeps things away is gone and people are looking for…
Children without schools were risks to their own and the world’s future. The power of this knowledge to discursively render children as objects in their communities, assets to…
Internet connectivity was strongly associated with mean reading performance at the system level. High-performing countries and economies tended to have more school computers (those available to 15-year-olds for educational…
This article has identified that the OECD elected to deal with educational technology on account of its predominant styles of reasoning, namely, that the world was increasingly beginning…
In this paper we want to show how today’s trust or faith in statistical data acting as guiding instances of policy and (re-)ordering society – which thereby obviously…
This analysis shows that the reality in our schools lags considerably behind the promise of technology. In 2012, 96% of 15-year-old students in OECD countries reported that they…
Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This…
Cognitive governance, according to Woodward, functions through the agreed values held by member nations and is a distinctive mode of influence of the OECD, as it does not…
Med udbredelsen af globale sammenligninger af de nationale skole- og uddannelsespræstationer i regi af transnationale organisationer som OECD, UNESCO, IEA og EU er der opstået en art pædagogisk…