2011 ITL Research Findings and Implications
2011 ITL Research Findings
2011 Research_Icon

 

This report provides the analysis of findings from SRI International of the 2011 study across 7 participating countries.

Icon Estudio-ITL-2011-Hallazgos-e-implicaciones Estudio ITL 2011 Hallazgos e implicaciones
Icon ITL Findings 2011 - Russian

Russian translation of main “ITL Findings 2011” report.

Key Findings from ITL Research in 2011

  • Innovative teaching supports students’ development of the skills that will help them thrive in future life and work.
  • However, students’ opportunities to develop these skills are typically scarce and uneven, both within and across the sample of schools in the study.
  • While ICT use in teaching is becoming more common, ICT use by students in their learning is still an exception.
  • Innovative teaching practices are more likely to flourish when particular supportive conditions are in place:
    • Teacher collaboration that focuses on peer support and the sharing of pedagogical approaches
    • Professional development that involves the active engagement of teachers, particularly in practicing and researching new teaching methods
    • A school culture that offers a common vision of innovation and consistently encourages new types of teaching
  • Researchers observed examples of innovative teaching at the classroom level. However, coherent and integrated support for the adoption of innovative teaching was lacking in most of the schools and all of the systems in this study.

What this means

ITL Research findings point to the conditions at each level of the education ecosystem that can most effectively support adaptation to 21st century pedagogies and skills:

  • Students: efforts to provide ubiquitous ICT access to students must continue to ensure that all students have equal opportunities inside and outside school to develop the skills they will need for life and work.
  • Teachers: they need professional development opportunities that leverage the most innovative teachers in each school to drive peer collaboration focused on teachers themselves designing, practicing and researching the innovative teaching approaches that develop students’ future skills. See below for how ITL Phase 2 will build this type of professional development.
  • Schools: critically, school leaders need to cultivate holistic and shared visions of innovation that integrate advanced pedagogies with technology.
  • Systems: innovative teachers and schools need the kinds of assessment and performance accountability measures that help more innovative teaching and learning to flourish.

Next steps:

  • Through Partners in Learning School Research, schools in over 45 countries are now using the surveys developed through ITL to measure their own innovative teaching. This tool is available in over 30 languages and schools can deploy it at no cost.
  • ITL Research Phase 2 is starting now.ITL is embarking on a new program of professional learning and collaboration. This program leverages the research-based tools developed in ITL Phase I for the analysis of learning activities and student work:
    • Bridges the gap between the theory and practice of students’ 21st century skills
    • Provides a framework for teacher collaboration around advanced pedagogies
    • Offers detailed definitions and strategies for teachers to analyse, design, and practice innovative teaching approaches.
  • In early trials, this program has proven to be a powerful tool to help teachers design learning experiences that deepen students’ development of 21st century skills.
Last Updated on Saturday, 02 February 2013 16:45