Inspired by Technology, Driven by Pedagogy

Abstract

The OECD is a unique forum where governments work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population.The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

“…2013, Niemi & Multisilta, 2015Hung et al, 2012;Robin, 2008, Kearney, 2009 that DST facilitates students' progress toward active knowledge construction, collaboration, and sharing. The results convincingly support the view of innovative learning environments (Domingo & Gargante, 2016;OECD, 2010OECD, , 2013Saavedra & Opfer, 2012) in which educational technology is seen a remarkable enhancer for learning twenty-first-century competencies. Schleicher (2015) argued that educational success is no longer measured by students' ability to reproduce content knowledge but rather by their capacity to extrapolate what they know and apply that knowledge to novel situations.…”

“…In the current DST project, students used video technology as a tool. Digital competencies and literacy are listed in many future learning articles but also with remarks that technological environments are needed for learning these competences (e.g., Binkley et al, 2012;Griffin et al, 2013;OECD, 2010OECD, , 2013. Digital learning environments enable learners to gain numerous cognitive competencies and capacities, and digital literacy helps students develop critical skills for engaging with, consuming, and producing digital media.…”

La compétence TIC des enseignants du primaire et du secondaire : un état de la situation

“…Considérons également la transformation fulgurante des technologies à partir du milieu des années 2000, particulièrement avec la popularité grandissante des médias sociaux. Ainsi, des organismes tels New Consortium Media avec l'Horizon Report et l'OCDE soulignaient l'importance du Web 2.0 en éducation, notamment en ce qui a trait au travail collaboratif en ligne, une technologie essentielle pour les enseignants et les élèves (OECD, 2010;The New Media Consortium, 2008). C'est donc dans cette perspective que nous avons considéré le besoin de connaitre l' état de la situation chez les enseignants qui oeuvrent dans les écoles primaires et secondaires au Québec.…”