OECD PISA 資訊素養評量對台灣中小學的啟示與挑戰林奇賢

國立台南大學數位學習科技學系apec.best@msa.hinet.net

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FRANCE, SINGAPORE, JAPAN AND OTHERS ARE RACING TO CREATE CLASSROOMS WHERE TOUCH-SCREENS PROVIDE INSTANT ACCESS TO MILLIONS OF PIECES OF INFORMATION.

BUT SOUTH KOREA—ASIA'S FOURTH-LARGEST ECONOMY—BELIEVES IT ENJOYS AN ADVANTAGE OVER THESE COUNTRIES, WITH KIDS WHO ARE CONSIDERED THE WORLD'S SAVVIEST NAVIGATORS...

Korea’s Achievement

Taiwan’s Downturn

http://www.pbs.org/programs/digital-media/

A Model of Learning, Powered by Technology

National Education Technology Plan 2010U.S. Department of Education Office of Educational Technology

Human Content is Key

The Practice of Connecting Teaching

OECD (2011), PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI)http://dx.doi.org/10.1787/9789264112995-en

New features of digital texts

From static pages to dynamic windows and frames

From illustrated text to multimedia and augmented reality

From linear arrangement to networking and hyperlinking

From authored texts to online discussion and social networks

Policy Implications

Being able to read proficiently is fundamental for success in life. Reading well enables people to learn new skills and acquire information and knowledge that improve the quality of their lives. In an increasingly digitised world, being a proficient reader also means being able to navigate among diverse and conflicting pieces of information and across pages of non-linear texts, using hyperlinks and other tools that the digital technologies found in laptops and smart phones provide. Individuals who develop the skills needed to use these texts efficiently and effectively will be at an increasing advantage in accessing higher education, finding and succeeding in a well-paid job, and participating fully in society.

Navigation is unique to digital reading and an important variable in explaining differences in digital reading performance. To better understand the nature of navigation, PISA analysed the relationship between digital reading performance and three indices: the number of page visits, the number of visits to relevant pages, which includes revisits to a relevant page, and the number of relevant pages visited.

These skills include the ability to critically evaluate the quality and credibility of available texts, integrate information from multiple texts, and – crucially – navigate effectively.

Digital Reading Skills

The Ranking

Executive Summary

1. Some 8% of students in the 16 participating OECD countries reached the highest level of digitial reading performance.

2. Korea is the top-performing country in digital reading by a significant margin, with a mean score of 568.

3. In most countries, student performance in digital and print reading is closely related.

4. In all participating countries and economies, the gender gap in performance is narrower in digital reading than inprint reading.

5. Proficient digital readers tend to know how to navigate effectively and efficiently.

6. Students’ attitudes towards reading and their socio-economic backgrounds and immigrant status seem to have similar associations with both print and digital reading proficiency.

7. Access to ICT has grown significantly in recent years and, as a result, fewer than 1% of students across OECD countriesreported that they had never used a computer; but a digital divide in the use of ICT is still evident between and withincountries.

Executive Summary

Using a computer at home is related to digital reading performance in all 17 participating countries and economies,but that is not always true for computer use at school.

The Most Significant Finding

PISA results show that ICT use at home for leisure is, up to a point, positively related to both navigation skills and self-confidencein completing high-level ICT tasks. That may be because students’ use of ICT at home is usually self-directed and, as a result, students learn, by experimenting, how to navigate across and among various pages to achieve their objectives.

Insights: Access to ICT in 4A

There’s been a consensus among policy makers that 21st century skills (collaboration, critical thinking, problem solving, etc.), learning environments (hybrid, online, brick-mortar, etc.) and learners who bring multi-tasking and technology fluency to school, all require major changes in pedagogy. Educators need to greatly reduce the time they spend on lecturing and preparing students for standardized tests, and much more time on facilitating students’ learning via engaging, real world project-based instructional strategies.

Challenge: Changes in Pedagogy

“Quest is more than a school—it is a dynamic learning environment that takes its cues from the media-rich learning kids are engaged in outside of school,”

“Students today need to know how to connect what they are learning in school with the world and communities beyond its walls. We want to prepare students for participation in today’s global environment.”

The New Paradigm of PBL

WHITEBOARD LESSONS: Sandra Simoneaux uses an interactive whiteboard to teach math to her 3rd and 4th graders at Parker Elementary School in Oakland, Calif. Ms. Simoneaux says she uses the whiteboard in one manner or another for 90 percent of her daily teaching. The board allows her to connect students to digital content on the Internet.

—Ramin Rahimian for Education Week

http://vimeo.com/8615519

Scotch Oakburn College's Middle School in Tasmania, Australia

The revolution within classrooms are the Smart Boards that allow teachers and students to access the web from the classroom making every single classroom a potential distance learning lab. Using simple tools like Skype, that now eight million people are using for free when connecting computer to computer, kids can communicate with their peers in Japan, Indonesia, or even the United States.

http://www.edweek.org/ew/articles/2011/06/15/35mm-languagearts.h30.html

Dr. Hicks recommends digital storytelling for students, which allows them to create three- to five-minute videos with their own narration. They can embed sound effects, music, and special transition effects between each frame.

Troy Hicks, an assistant professor of English at Central Michigan University,

BEING LITERATE IN THE 21ST CENTURY GOES BEYOND THE ABILITY TO READ TEXT, MANY OF TODAY’S LANGUAGE ARTS TEACHERS SAY. LEARNERS MUST BE ABLE TO SYNTHESIZE AND UTILIZE A WIDE VARIETY OF MEDIA—SUCH AS VIDEO, AUDIO, AND STILL IMAGES—TO EXPRESS THEMSELVES AND COMPETE IN A GLOBAL, COLLABORATIVE ENVIRONMENT.

Storyboarding with TabletPC

The Ways to Go!

1. The New Paradigm of PBL! (Practice Globally and Outside of Schools)

2. Social Networking (COP, Under one Roof)3. Digital Storytelling (4P, Video and Narration)4. Parental Involvement (with online COP)

More Sharing = Faster and Better Learning

http://cop.linc.hinet.net/

Transforming the Pedagogy

1. 虛擬學習環境與學習社群 ( 網路化 )

2. 數位學習歷程檔案 (DP)

3. 合作學習機制 ( 同班、跨班、跨校、跨國 )

4. 應用 DST ( 數位敍事技術 ) 紀錄與分享學習或教學歷程

PBL & V Learning

The New

Paradigm of PBL

Private, Shared, and Social Spaces

群學網的角色與功能1. 中小學虛擬學習平台 ( 虛擬教室、數位學習歷程檔案 )

2. 學習社群 ( 個人學習名片、作品分享、同儕評量、學習點數 )

3. 主題探索課程設計工具箱 (template) 與分享 ( 數位圖書館 )

4. 學習型社會 ( 家長與社會人士的協同教學、跨班與跨校合作學習 )