In OECD countries, infrastructure and student competence does not contribute to the success of the reforms teacher attitudes, motivation and competence are more important reform-oriented educational institutions with dedicated and highly trained staff to be the first to introduce ICT successfully In Hungary, ICT infrastructure at schools played a more important part in educational reforms – ICT acted like theTroyan horse TECHNOLOGY AS A CATALIST - OECD, „ICT and the Quality of Learning”, 2001

ICT in Education in Gypsy Schools, Aim: promote equity through introducing ICT-based teaching and learning methods in 10 primary schools in villages of Borsod-Abauj-Zemplén County, with 50% or more Gypsy student population, prepare students for secondary education and individual studies ICT enriched disciplines: Mother Tongue, Visual Arts, Science (Physics, Chemistry) Mathematics, Biology

 OECD, „Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003 Case studies from 14 countries Meta-analysis of IEA, PISA and SITES testing studies International policy survey on the handicapped

ICT at the service of formative assessment Differentiated, adaptive, made to measure development realised „at the click of button” Multi-level registration of classroom processes Immediate feedback of results Elaboration of skills enhancement strategies, based on the results of assessment Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

EQUITY ISSUES IN HUNGARIAN ICT POLICY Tax deduction plan for families and teachers for PC rental, leasing and purchase School of the Third Millennium Project: long term, subsidised loan for schools to reconstruct buildings Software development and sharing: government sponsored software must be made available free of charge Subsidised teaching projects, e.g.: Logo at telehouses, Romani LTL, ECDL, ICT for teachers

EQUITY ISSUES AND ACADEMIC STANDARDS Gaps in academic performance between high and low poverty students do not increase when all students have equal access to ICT. Equal access to ICT leads to individualised instruction and an increase in learning performance of the less advantaged students, narrowing the performance gap ICT use will lead to the same or higher academic standards in spite of low quality ICT materials.  Standards depend on teaching not on courseware.

TEACHING OBJECTIVES Develop cognitive abilities, communication and learning to learn skills through virtual learning environments, online databases, individualised tutorial and examination systems. and digital projects. Make students and teachers aware of the Gypsy cultural heritage through participation in national and international ICT projects

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology Equity and ICT – evidence from research

Effects of ICT on the development of skills and abilities Sample: Northern Hungary, miners’ villages, 10 schols, ages 13-15, N=290) Tests and tasks –Inductive thinking ability –Combinative ability –Reading and comprehension –Self regulated learning –Personality test –Background variables: SES, school achievement, parents” education

Real time and Internet based collaboration for motivated, authentic practice Social, PC ownership and gender differences almost disappear during the school year - significantly so in ICT enriched learning programmes

Developent of inductive thinking skills in the pretest… …and posttest Grade

Developent of combinative thinking skills in the pretest and posttest

Developent of reading skills skills in the pretest and posttest

Developent of inductive thinking skills in the pretest on class level PretestPosttest Classes

Developent of combinative thinking skills in the pretest on class level Pretest Posttest Classes

Developent of reading skills in the pretest on class level Pretest Posttest Classes

Az induktív gondolkodási képesség gyakorisági eloszlása az elő- és utómérésben 87% 62% Frequency distribution of inductive thinking skills in the pretest and posttest on class level Pretest Posttest Percentage points

Frequency distribution of combinative thinking skills in the pretest and posttest on class level 52% 27% Pretest Posttest Percentage points

Frequency distribution of reading skills in the pretest and posttest on class level Posttest 82% 41% Pretest Percentage points

Gamma-values showing development AbilitiesGamma Spontaneous development Estimated reserach effect Inductive0,900,380,52 Combinative0,720,100,62 Reading0,79--

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology