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Trends in Digitalization

of Education and

Educational Assessments

Dirk HASTEDT
IEA Executive Director

Since 1958, IEA has led the way in conducting worldwide ICILS TP (International Computer and Information Liter-
comparative studies of educational achievement. One acy Study Teacher Panel) 2020 provides unique insights
of the most significant developments over the years has into changes in the use of computers and information
been the expansion of computer systems. We live in an technology in teaching since the outbreak of COVID-19
increasingly digitalized society, and this is also reflected in participating countries Denmark, Finland, and Uru-
in the pupils’ learning environment in school and at home guay. With existing ICILS 2018 data and findings, IEA
in many countries, albeit at different rates, as education was able to re-administer the questionnaires to teachers
is increasingly making use of digital technology. and schools that had participated in ICILS 2018 again in
ıstanbul Policies that reflect the growing importance of technol- late 2020.

. ogy were reported by countries in the TIMSS (Trends in According to teachers’ perceptions in ICILS TP, the
International Mathematics and Science Study) 2019 En- challenges of teaching during the COVID-19 pandemic
cyclopedia, released in November 2020, which vary from meant several improvements regarding ICT in deliver-
country to country. Internationally, about four-fifths of ing instruction between 2018 and 2020. For instance,
countries reported having national policies in place at the in 2020, a higher percentage of teachers across partic-
fourth and eighth grade for integrating technology into ipating countries reported using digital tools compared
mathematics and science teaching, and about two-thirds to 2018. Furthermore, a higher percentage of teachers
have similar policies related to information and communi- agreed with statements about ICT being considered a
cations technology in science instruction at both grades. priority for use in teaching in 2020 compared to 2018:
1
in Denmark from 97% to 100%, in Finland from 90% to
Before the COVID-19 disruption, digitalization in teaching 95%, and in Uruguay from 68% to 78%. 3
and learning had already been integrated into tradition-
al schooling, especially in more developed countries.
2
The COVID-19 pandemic urgently accelerated the need
for many countries to make more extensive use of ICT-
based communication across members within school
communities.

Kelly, D.L., Centurino, V.A.S., Martin, M.O., & Mullis, I.V.S. (Eds.) (2020). TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathe-
1
matics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://timssandpirls.bc.edu/timss2019/
encyclopedia/
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., Duckworth, D. (Eds.) (2020). Preparing for Life in a Digital World. IEA International Computer and
2
Information Literacy Study 2018 International Report. Retrieved from Springer website: https://link.springer.com/book/10.1007/978-3-030-38781-5
Strietholt, R., Fraillon, J., Meinck, S., Wild, J., Liaw, Y. (Eds.) (2021). Changes In Digital Learning During A Pandemic: Findings from the ICILS
3
Teacher Panel. Retrieved from IEA website (table 3.6): https://www.iea.nl/publications/study-reports/international-reports-iea-studies/changes-di-
gital-learning-during .
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