Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

Abstract

This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.

Examining computer science education of Asia-Pacific countries successful in the PISA

“…The achievements of the countries in the "Asia-Pacific region", which have been in the top 10 in PISA, especially in the last 10 years, draw attention. In the first study carried out in this context, how the countries in the "Asia-Pacific region", that were successful in PISA, integrated ICT into their educational environments and the effects of these integration efforts on the success of the countries in PISA were examined (Fiş Erümit & Keleş, 2021). In this study, which is a continuation of the previous study, the CS education and curricula of the countries were investigated.…”

“…Since China doesn't recognize Taiwan's independence, so Taiwan participates in the PISA using the name Taipei, which is its capital. Taiwan has a separate administration; thus it has its own education curriculum (Fiş Erümit & Keleş, 2021). The sample of the study consists of Japan, Singapore, Hong Kong (China), South Korea, China (Shanghai, "B-S-J-G", "B-S-J-Z"), Taiwan, and Türkiye (Table 1).…”

“…The changes brought along by ICT have started to shape educational reforms in countries (Kuno et al, 2015;Ndibalema, 2020). For this reason, many countries are currently engaged in development and planning studies on the integration of ICT into education (Fiş Erümit & Keleş, 2021). In addition to supporting the educational processes of 21st-century students with ICT, individuals who use and produce ICT in the best way should be trained.…”

“…When the countries that have been in the top 10 in PISA between 2000 and 2018 are examined, it is seen that the countries of the "Asia-Pacific region" come to the fore. These countries are Japan, Singapore, Hong Kong (China), South Korea, China ("B-S-J-G", "B-S-J-Z", Shanghai), Taiwan, Macau (China), and Vietnam (Fiş Erümit & Keleş, 2021). Considering that CS curricula have an impact on different fields such as mathematics and science, examining the CS curricula of the countries that are at the top of the PISA assessment, which includes questions in mathematics, science, and reading skills, is considered beneficial for the improvement of both CS education and curricula.…”