world ahead positive impact of elearning paper

7/30/2019 World Ahead Positive Impact of Elearning Paper

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WHITE PAPEREducatio Trasformatio

The Positive Impact of eLearning2012 UPDATE

EXECUTIVE SUMMARYEffective eLearning comes from using information communications technology

(ICT) to broaden educational opportunity and help students develop the skills

theyand their countriesneed to thrive in the 21st century. An emerging body

of evidence suggests that eLearning can deliver substantial positive effects:

Students are more engaged and able to develop 21st century skills.

Teachers have a more positive attitude toward their work and are able to

provide more personalized learning.

Family interaction and parental involvement may increase.

Communities benefit from bridging the digital divide.

Economically disadvantaged students and children with disabilities

benefit particularly.

Economic progress can result from direct job creation in the technology

industry as well as from developing a better educated workforce.

This paper summarizes some key research findings, to help educational leaders

identify relevant eLearning benefits and make judicious decisions as they develop

their eLearning strategies. To further aid in planning, we share findings relating to

the challenges of eLearning implementation, and provide a bibliography for

additional reading.

StudiesindicatethatICT-enhancedlearningcanbenetstudents,teachers,families,societies,andeconomies.

Skills for the 21st Century

Tomorrows citizens and workersdeserve an education that preparesthemand their nations economytthrive in a world of rapid change andwidespread globalization. Currently,the Organization for Economic &Cultural Development (OECD) isworking to integrate 21st centuryskills such as collaborative problemsolving into the Program for Inter-national Student Assessment (PISA).With the plan to move towards fullytechnology based assessments, the

OECD recognizes how technologyenables the ability to conductindependent research, think criticallyand solve problems, communicate ancollaborate, and understand societalissues related to digital citizenship.1Pilot tests of the first release ofcollaborative problem solving taskshave taken place, starting withAustralia and Singapore, and continuing with the Netherlands, Finland, anCosta Rica, who completed the pilotsin November.


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The Positie Impact of eLeari - 2012 UPDATE

eLeari Oeriew

Technology integration to supporteducation has been underway for many

years. Some of the common ways ofintegrating technology into

education include: Teacher PC programs provide encour-

agementandnancialassistancefor

teachers to acquire PCs and integrateICT into their teaching practices. Whenmost effective, these programs

include professional development andpolicymodications,aswellas

updated digital content and curriculumresources to help teachers usetechnology to enhance teaching

and learning.

PC labs are frequently used to offertechnology access when resources areseverely constrained. While PC labs

provide some exposure to technology,they limit teachers ability to incorpo-

rate technology into the curriculum,and often are used only to teachcomputer literacy.

Classroom eLearning brings PCs intothe classroom, typically via systems

stationed at the back of the classroomor computers on wheels (COWs) that

are shared by different classrooms.Students have a dedicated device forpart of the school day, with the focus

on using PCs to enhance learningacross the curriculum and not simply

to develop technology skills.

One-to-one (1:1) eLearning provides

each teacher and student with a dedi-cated laptop for use at school and, in

Table of Cotets

eLeari Oeriew 2

Research Oeriew 2

Studet Leari 3

Engagement, Motivation,

and Attendance . . . . . . . . . . . . . . . . . . .3

Greater Technology Integration, GreaterBenets . . . . . . . . . . . . . . . . . . . 3

Personalized Learning. . . . . . . . . . . . . .3

Performace 4

Teachi ad

Admiistratie Outcomes 5

Student-Centered

Teaching and Preparation . . . . . . . . . .5

Attitudes and Productivity . . . . . . . . .5

Management and Administration . . .5

Famil ad Home Effects 5

Social ad Commuit Effects 5

Ecoomic Deelopmet 6

IndirectImpact:EconomicBenefts

of a Better-Educated Worforce 6

Educatio Trasformatio 7

Looi Forward 8

Biblioraph 9

many cases, at home. Laptops serveas personal teaching and learningtools that are used throughout the

day for many educational tasks andsubjects. In a 1:1 environment,

students get the maximum value

from access to PCs, Internet connectivity, and their integration into theeducation environment.

Inaippedclassroomusagemodel,

students acquire basic knowledge ancomprehension of assigned learning

materials the night before, leaving thnext school day an opportunity to

apply these newly-acquired conceptto collaborative, problem-solvingproject-based learning.

Research OeriewA variety of studies have evaluated theimpact of eLearning and concluded thatsupported by holistic approaches that

include appropriate policies, infrastructurprofessional development, and curri-

culaeLearning can help produce positivoutcomes. However, despite a large bodyof research evidence, there are no longit

dinal, randomized trials conclusively linkineLearning with positive learner outcome

Reasons may range from economics to

ethicsif you have a limited budget foreducational interventions, do you spend

the money on the students or evaluationSo, while its important not to overstate

what the research shows, an emergingbody of evidence strongly suggests thateffective eLearning can produce promisin

effects. Research also seems to indicatethat a more technology-rich environment

delivers greater impacts.


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In reviewing the research, we have foundmany positive educational impacts result-

ing from effective integration of ICT inclassroom teaching and learning. From

these results, it is easy to conclude thatthe potential of ICT and 1:1 student and

teacher computing provides noticeablepromise for transforming teaching andlearning,providedsufcientimplementa -

tion strategies are followed.

For the purpose of this research review,

weveorganizedthendingsaroundve

majorareasofbenet:studentlearning,

teaching and administration, family and

home, social and community, and economicdevelopment. The studies we cite repre-

sent examples rather than an exhaustivelist. Detailed references may be found in

the bibliography at end of this white paper.

STUDEnT LEARnIng

Studies on effective integration of technol-

ogy in education show the opportunitiesICT provides to help increase studentengagement, motivation, and attendance

key requirements for learning. The poten-tial for eLearning to improve performance

on core subjects and foster the develop-ment of 21st century skills in mature andemerging economies depends on the

schools ability to model student-centered,highly personalized learning environments.

Eaemet, Motiatio, ad

Attedace

Elementary teachers indicate the

greatest impact on student successmay be attributed to their motivation

to learn (62 percent vs. 44 percent forhigh school teachers). (Project Tomor-row, U.S.)

Responses from 388 district technol-ogy directors indicate that about halfof those surveyed in a recent studyon teacher Web 2.0 use reported an

increase in students familiarity withtechnology. Similarly, almost half of

these teachers indicated that thestudents are more motivated to learnas a result of Web 2.0 use in their dis-

trict.Otheroutcomesidentiedinthe

study include: an increase in student

academic engagement (39 percent),and improved students collaboration

skills (38 percent). (IESD, U.S.)

In a study of the educational impactsof the Berkshire Wireless LearningInitiative (BWLI), teachers overwhelm-

ingly reported improvements in

student engagement and motivationresulting from their participationin a pilot program that provided 1:1

technology access to all students andteachersacrossvepublicandprivate

middle schools in western Massa-

chusetts. Teacher survey responsesindicate that 83 percent of the teach-

ers thought engagement had improvedfor their traditional students, com-pared to 84 percent for at-risk/low

achieving students, and 71 percentfor high achieving students. Similar to

the results on student engagement,teachers overwhelmingly found thatthe 1:1 pilot program enhanced their

students motivation. 76 percent of 1:1teachers reported student motiva-

tion improved for their low achievingstudents compared to 73 percent fortraditional students and 59 percent

for high achieving students. (Bebell &Kay, U.S.)

greater Techolo Iteratio,

GreaterBenefts

The effects of 1:1 eLearning appear to

increase as technology is more deeplyintegrated into the educational experienceand students and teachers have technology

access throughout the day.

Persoalized Leari

Technology enables new learning experi-

ences when combined with the traditional

school experience. Blended learning is when

a student learns partially through a formaleducation environment away from homeand at least in part through online delivery

with some element of student control overtime, place, path, and/or pace.

The International Development Bankhasobservedmultiplejusticationsfor

implementing 1:1 programs:1) improving economic competitivenessby preparing students for a technology-

saturated workplace through educa-tional and social initiatives, 2) creating

equity of access to digital resourcesand reducing the digital divide, and

3) increasing the quality of educationthrough new practices such as student-centered learning.

(Severin & Capota, Global)

Blended learning provides a person-

alized experience that allows eachstudent to work at his or her own pace,

supplementing the school curriculum.By leveraging technology, blended-learning programs can let students

learn at their own pace, use preferredlearning modalities, and receive

frequent and timely feedback on theirperformance for a far higher qualitylearning experience. Online programs

can capture student performance data

in real-time across the school, allowingteachers more time to help studentswho need it. (Horn et al , U.S.)

In addition to the more personalized,learner-centric academic pathway,

students and parents express interestin online and blended learning environ-ments due to the opportunity to offer

expanded course options and address


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and using ICT). (Universidad Autnoof Barcelona, Spain)

In one two-year study of upperelementary classrooms with1:1 computing access, studentsoutperformed non-laptop students o

English Language Arts (ELA) literaryresponse and analysis and writingstrategies (Suhr et al., U.S.). Similarlyanother study of Texas 1:1 laptop piinvestigated the extent to which asample of middle schools successfulimplemented a 1:1 program as wellas the relationship between theimplementation strength at theschool, teacher, and student levels astudents reading and mathematicsachievement. It was students useof laptops outside of school forhomework and learning games

showing the strongest implementatpredictor of achievement. (Shapeleyal., U.S.)

Technology plays three important rolesin transforming schools into systems thaemploy these key principles of a soundeducation environment: engaging contenexploration and analysis that deepenlearning, and high-quality teaching, allaligned to assessment and accountabilityTechnologys first role is as a learning toofor more student-centered learning. Itssecond role is to enable data collection tobetter understand and inform educationaand instructional decision making. Third,technology plays an undeniable role intransforming political, social, cultural, civiand economic systems around the world.Therefore, education decision makersmust recognize it is an enabling forcebehind globalization, knowledge work, anentrepreneurship. (Metiri Group, Global)

It is critical to consider the multiplecomponents of effective ICT use in schoobeyond the student and understand the

for ICT competencies for students.Fifteen of 21 countries reported ICTstandards for students that wereeither embedded in other academiccontent standards or in separatelyarticulated documents. (U.S. Dept. ofEducation, 2011, Global)

A meta-analysis of 50 study effectsfound students in online conditionsperformed modestly better, onaverage, than those learning thesame material through traditionalface-to-face instruction. In addition,the same study found that blendedinstruction, combining online andface-to-face elements, had a largeradvantage relative to purely face-to-face instruction than did purely onlineinstruction. (U.S. Dept. of Education,2010, Global)

In most classes that were observed,students displayed basic use of ICTin their schools such as conductingInternet searches, performingroutine skills or completing exams.However, innovative uses of ICT inthe classrooms afforded new learningopportunities previously unavailablesuch as analyzing data or information,accessing information not availablein print, and using ICT to collaboratewith other students to constructproject based learning activities. (ITLResearch, Global)

Results from a two year study of apilot program for tablet PCs in theclassroom indicated that using tabletPCs requires more collaborationand project-based work. In addition,teachers perceptions overwhelminglyindicated that certain studentcompetencies related to 21st centuryskills were improved for their students(autonomy, organizing, selectinginformation, searching for information,

scheduling concerns. When asked aboutwhy they would like to take an online

class,middleschoolstudentsidentied

a desire to be in control of their ownlearning (45 percent), to get extra help

in a challenging subject (44 percent),

and to work at their own pace (42percent).Today,vetimesasmanyparents stated they would incorporateonline classes into their vision of the ul-

timate school for their child, an increasefrom those who responded in a similar

way in 2008. (Project Tomorrow, U.S.)

An analysis across 13 countries inte-

gratingICTintospecicclassrooms

found that teachers, whose students

have lab and classroom access to ICT,or have a 1:1 environment, were bothsignicantlymorelikelytouseICTthan

their peers who only have access to acomputerlab.Thisndingsuggests

thathavingsomeexibilityinwhere

students can access the Internetenables teachers to use more ICT with

their students. (Light & Pierson, Global)

A recent study of technology and stu-

dent achievement indicates that whenimplemented properly, schools with a

1:1 student-computer ratio outperformall other schools both academicallyand in reduced disciplinary actions and

dropout rates with increased studentgraduation rates. (Greaves et al, U.S.)

PERFORMAnCE

In a study across multiple countrieswith high-performing educationsystems designed to learn from theirexperiences with ICT, researchersfound that a majority of countriesstudied have established ICT standards


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importance of holistic planning, withattention to access, policies, connectivity,professional development, and curriculum,in order to achieve desired benefits.

TEACHIng AnD ADMInISTRATIvE

OUTCOMES

Researchers have reported that issuinglaptops to teachers, or helping thempurchase laptops, can empower them toteach better, increase lesson planningand preparation productivity, gain a morepositive attitude about their work, andimprove efficiency of management andadministration tasks.

Studet-Cetered Teachiad Preparatio

Results of a study to investigateany change in student teachers

intentions and actions in integratingtechnology into their teachingfollowing participation in a course toprovide more pedagogical knowledgeabout how to integrate the technologyin their future teaching showedincreases in each of the following:their intentions to use ICT for student-centered learning, their intentionsto be a facilitator in class, and theirconfidence level in playing a leadershiprole in integrating ICT in schools. (Choyet al., Global)

Although results of specificimplementation and outcomes of the1:1 initiative varied, teachers reportedthat within months of the initialstudent implementation, teacher andstudent use of technology increaseddramatically across the curriculumin nearly all of the participatingclassrooms. On average, teachersreported widespread adoption of newand novel approaches across theirtraditional curriculum. (Bebell & Kay,U.S.)

The quality of the type of work ateacher assigns strongly predicts thequality of the work that a studentcompletes. Based on the rubrics forlearning activities of 21st centuryskills, over 90 percent of the variancein student work scores was duenot to differences in the studentsbut differences in the classroomlearning activities the studentscompleted within the classroom. (SRIInternational, Global)

Attitudes ad Productiit

A teachers effectiveness can beimproved through effective ICT use.Nearly a majority of teachers acrossall grade levels responded that theyare more productive as a result of

technology use. Almost two-thirds ofsecondary teachers and 56 percentof elementary teachers say they arebetter organized as a result of theuse of technology in their classroom.When considering how many yearsof experience a teacher has, 68percent of teachers with 1 to 3 yearsof experience say that technologyhas increased their effectivenessby making them more productive.(Project Tomorrow, U.S.)

An analysis across 13 countriesintegrating ICT into specific classroomshighlights the importance of keycontextual factors that enableteachers to be more successfulintegrating technology into theirteaching strategies: easy access toICT resources for their students andreceiving adequate support. (Light &Pierson, Global)

Maaemet ad Admiistratio

Administrators report using a widevariety of technology tools andservices for their professional tasks.

Almost all administrators at 99 percentare tapping into communicationstools to connect with peers orparents. At 66 percent, slightly moreadministrators are creating multi-media presentations than teachers.Administrators are also demonstratingsome advanced technology skills byparticipating in webinars (66 percent)and professional online communities(60 percent). (Project Tomorrow, U.S.)

Adoption of learning managementsystems offers new possibilities formanaging courses and delivering

instruction, and often onlineinstruction. Learning managementsystems (LMS), also known ascurriculum or course managementsystems, are platforms that offerdiscrete digital spaces for coursesin which teachers and students canupload or download material, createcontent, and respond to one anothersmaterials in blogs, wikis, and discussionforums. (U.S. Dept. of Education,2011, Global)

FAMILy AnD HOME EFFECTS

Parental involvement and other homeeffects are often secondary, if notperipheral, to the goals of eLearningdeployment. Nevertheless, eLearning doesseem to produce some positive effects in

the home.

Similarly, analysis of PISA resultsindicates that computer use at schoolappeared to have little impact onresults, while using a computer athome had a more marked impact onresults. To help students at school,computer use should be integratedinto curricula and more invested intraining teachers to use them forteaching and to help students learn,says the Organization for EconomicCo-Operation and Development. (OECD,

Global) Student technology use is more

prevalent at home. Students areusing technology at home even whenhomework does not require it as 86percent of students say they usemore technology outside of schoolthan in class, 94 percent of studentssay they use technology to study orwork on class assignments at home,while just 46 percent of faculty saythey regularly assign homeworkthat requires the use of technology(CDW-G, U.S.)

SOCIAL AnD COMMUnITy EFFECTS

Technology access enables dynamicopportunities for research, collaboration,problem solving, and communicationbeyond the formal school environment.Two areas that illustrate these rapidchanges in skill development are fromlibrary technology use and exploration intothe benefits of game-based learning.

At-risk and low-achieving students,and students whose parents do not

have a bachelors degree, experiencegreater positive impact than othergroups when 1:1 eLearning isdeployed. For example, the TexasTechnology Immersion Pilot showedthat economically disadvantagedstudents reached proficiency levelsmatching the skills of advantagedcontrol students. (Texas Center forEducational Research, U.S.)

A qualitative study focused on twoU.S. schools with high percentagesof immigrant and/or impoverished


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development in two ways: by direct jobcreation as governments procure thePCs, networks, software, and services tosupport the eLearning deployment; andindirectly, by developing a bettereducated workforce.

Achieving a workforce that is proficientin the use of technologies is seen asfundamental for meeting the labordemands of the new economy, and away of increasing the productivity ofthat workforce. The OECD estimates thedemand for employees with technologyskills is growing at a pace that mostlabor markets struggle to satisfy, statingthat approximately 16 million peopleare employed by the ICT sector, andrepresenting approximately 6 percent ofthe OECD business sector employment.Furthermore, the estimate is that this

sector is growing faster than most otherbusiness sectors. (OECD, 2010b).

The current strategic plans for ICTin education across a number ofcountries include what is consideredto be the importance of technology-related skills for success in todaysglobal workforce. These policiesstate the importance of all studentsacquiring a solid grounding in ICT as aprerequisite for economic and socialequity. Furthermore, educational useof ICT is considered an importantmeans to promote greater socialequity and the effective use of ICTto improve the quality of teachingand learning. These services includeeducational content, technical andpedagogical support, research,evaluation, and monitoring. (U.S.Department of Education, 2011,Global)

The recent economic crisis hasbeen credited with bringing aboutchange. Many initiatives into schoolsystem reform are designed eitherto mitigate the potential ill effects

of the crisis or to take advantageof new opportunities. Leadersengaged in these efforts are

students. It analyzed the use of 1:1eLearning to help English languagelearners develop academic literacy. Atan elementary school, Latino fourth-grade students used laptops for pre-and post-reading. At a middle school,immigrant and refugee students used

laptops in community projects thatrequired independent reading andresearch. At both schools, studentsachieved reading test scores that werehigher than their state averages, andthe middle school students writingscores were above average as well.(Warschauer, U.S.)

In studies of students with disabilities,researchers have observed improvedstudent self-esteem, increasedmotivation and ability to workindependently, and other academic

achievements such as improvedquality and quantity of studentwriting. (Harris, U.S.)

A number of studies suggest that, froma long-term perspective, a wide arrayof social and community benefits areassociated with improved education. Thesebenefits include reduced criminal activity,reduced reliance on welfare and othersocial programs, increased charitable givingand volunteer activityeven attainmentof desired family size and improved healthfor the individual and his or her family.(Riddell, Global) Knowing the many ways inwhich eLearning can improve education, itsintriguing to consider that eLearning mayindirectly enhance these areas as well.

ECOnOMIC DEvELOPMEnT

So far, weve discussed research showinghow eLearning improves educationalachievement. Now we turn to studies thatexamine how improved achievement canaffect a nations economic prospects. Formany countries, economic developmentis the driving reason behind eLearning

investments.Recent examples indicate that eLearninginvestments can improve economic

aware of the relationship betweeneconomic development and theskill development of their youth.(Mourshed et al, Global)

The numerous reports available fromthe OECD show that better educatio

outcomes can be a strong predictor economic growth, however, a countrwealth and spending on educationalone is not a guarantee for bettereducational outcomes. On average,between schools, the percentage ofthe variance in student performanceexplained by a schools socio-econombackground is smaller in digitalreading (48.4 percent) than in printreading (56.8 percent). In contrast,within schools, the percentage ofthe variance in student performanceexplained by students socio-econom

background is larger in digital readin(7.4 percent) than in print reading (5percent). (OECD, Global)

Looking at the digital divide within the Uone study found that socio-economicallydisadvantaged students who have no orlimited access to ICT at home have to spemore time looking for ICT resources outsthe home. As a result, they have that muless time to finish the tasks required ofthem. These disadvantages, in turn, makesuch students less efficient ICT users. Thgenerally have few skills in searching forinformation online, and are also less ableto identify information that is relevant tothe task at hand and to determine wheththat information is credible.(Robinson, U.S.)

InDIRECT IMPACT: ECOnOMIC BEnEFITS

OF A BETTER-EDUCATED WORkFORCE

A 2006 OECD report revealed a positivecorrelation between high economicand productivity growth with highlevels of investment in ICT as a percentof GDP. Investments in ICT usually

have direct demand impact on localtelecommunications providers, hardwareproducers, software providers, and serviproviders for training. A look at some IntLearning Services projects provides insiginto how these investments might stireconomic activity.

For example, a 2011 study conducted byIntel in partnership with Dalberg GlobalDevelopment Advisors to evaluate theeffectiveness of Intel Learning Series inBrazil showed that $60M of governmentinvestments in computer manufacturing


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Educatio Trasformatio

Criticism of ICT based education reform efforts consistently show that ineffective implementation undermines student learning

opportunities and academic impact. As a result, increasing attention to the importance of measuring implementation efforts before

assessing outcomes has provided insight into the nature of model implementation strategies, school change process, and the rela-

tionship to changing the whole school, including changes to the curriculum, and delivery of instruction. (Shapeley, U.S.)

Research on effective integration of ICT in education illustrates that optimal learning results following the investment in technologyrequire much more than the mere introduction of technology with software and web resources aligned with the curriculum. Effec-

tive technology integration requires the triangulation of content, sound principles of learning, and high-quality teachingall of which

must be aligned with assessment and accountability. (Metiri Group, Global)

Inexperienced teachers are overwhelmed by classroom challenges such as lack of subject matter knowledge, classroom manage-

ment, and diverse student needs. Results from a recent study on teachers new to the classroom suggest that these teachers may

nothavesufcientpedagogicalskillsandknowledgeinplanningtointegratetechnologyintheirlessons.(Choyetal.,Global)

Teachers often report that the majority of the professional development they receive focuses on ICT skills rather than ICT integra-

tion. There is a need for professional development courses that emphasize ICT integration into instruction to close the gap between

the rhetoric of change and the realities of teacher understanding that translates into implementation. (SRI International, 2010)

Lack of teacher knowledge about how to use the technologies effectively was the most frequently cited human-related barrier to

adoption. The most often cited technology-related barriers included student safety concerns and limited support systems, including

technology personnel. (IESD, U.S.).

It is estimated that positive effects of laptop use appeared only after the second year of a recent ICT implementation study due to

the steep learning curve required for both teachers and students experiencing a new 1:1 classroom. Interestingly, teachers ex-

plainedthattherstyearrequireddevelopingbasiccomputerskillswhiletheirexperiencesthesecondyearallowedthemtofocus

their teaching more on content and learning. (Suhr, U.S.)

Administrators who have the responsibility of empowering schools with technology face formidable challenges. In addition to

ongoing funding issues associated with acquiring, implementing and maintaining the technology infrastructure, both principals and

district administrators reported the challenges of staff professional development, technology support, and student safety online.

(Project Tomorrow, U.S.)

Data collected from schools that implement ICT strategies more successfully reported the keys to their successful implementationof Technology Immersion were committed leaders, thorough planning, teacher buy-in, preliminary professional development for

teachers, and a commitment to the transformation of student learning. (Shapeley, U.S.)


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resulted in job creation, higher wages,and increased revenue generationopportunities for the local businessesinvolved. The investments, made overfour years, were intended to promoteeducational transformation by improvingaccess through technology and to address

high unemployment and underemploymentfor over 760,000 students. Results fromthe 2011 study show that:

An estimated 650 jobs at four-timesthe national minimum wagewere created.

Revenue grew 15-20 percent for localOEMs and ISVs involved inthe program.

Development of intellectual capitalin education-related technologymanufacturing has opened up new

export market opportunities for localOEMs and ISVs.

Telcos received funding for Internetservice in schools and homes tosupport 1:1 computer initiatives.

Families of the students who wereallocated the computers also receivedaffordable internet service at home,allowing more than just students tobenefit from access.

The strong results were also due in partto import restrictions on PCs, which

created an opportunity to develop privatemanufacturing capabilities locally. A similarstudy on $15M of government investmentsin Intel Learning Services in Macedoniayielded similar results despite relativelylenient restrictions on PC imports,especially impacting the public sector.

About 90 jobs were created acrossmultiple sectors.

Wages for these new roles were likelyin-line with the rest of the computerindustry in the Balkans, which is 1.5times the national average wage.

Local businesses benefit and developintellectual capital that canbe exported.

In addition to the direct economic benefits,ICT investment that enables teachers andstudents to develop strong competencyin the teaching and using of 21st centuryskills should also create a more competitiveworkforce in the long run.

LOOkIng FORWARD

Technological advances affect every aspectof the modern society. In an increasinglydigitized world, individuals who developthe proficiencies necessary to effectivelyutilize these digital technologies will be

at an increasing advantage in educationalopportunities, workforce development,and participating fully in society. Whilefew rigorous experimental or controlledquasi-experimental studies on eLearningsbenefits have been published, acritical mass of evidence indicates thatinvestments in eLearning can deliversubstantial positive effects.

For stakeholders engaged in discussions ineducation reform, it is critical that a widespectrum of research be considered tohelp inform national policies as well as local

school plans.The Intel World Ahead Program, IntelEducation Market Platform Group, and IntelCorporate Affairs education initiativescan help you design and deploy effectiveeLearning programs to transformeducation in your country.

Cotact our Itel represetatie,or isit us o the Web at:

www.intel.com/worldaheadwww.intellearningseries.comwww.intel.com/education


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2012, Intel Corporation. All rights reserved. Intel and the Intel logo are registered trademarks of Intel Corporation in the United States and other countries.*Other names and brands may be claimed as the property of others 0212/AE/HBD/PDF 322250-002US

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