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ANNEX A:  REPORT FROM THE 2015 GLOBAL EDUCATION INDUSTRY SUMMIT

Partnerships can be developed through experimentation. “Speed-dating” between
educators and start-ups was mentioned. “Experience visits” to companies or research centres
was another example. Getting parents involved in different aspects of education was also
deemed valuable.

The role of technology was discussed in length. It was pointed out that technology
amplifies both good and bad teaching. We must not lose sight of the fact that quality teaching
is and will remain in the centre of the learning process.

Discussants also noted that:
1. We need advancements in technology to create connectivity and access across the globe.
2. We need powerful and less expensive devices, interoperability standards, APIs, single

sign-ons, platforms and more. These are technical and engineering solutions
3. We need researchers - neuroscientists and cognitive scientists and other fields of study

to improve our understanding to how people learn.
4. We need support for research and development, product testing methods and protocols,

learning analytics and data mining.
5. We need entrepreneurs and designers and start-ups to create and pursue solutions to

challenges both grand and small.
6. We need teachers and teacher teams to provide deep insights into pedagogy, the best

ways to manage groups of students, the methods for engagement and motivation, ways to
engage students with relevant and powerful problem solving.Teachers design curriculum,
new assignments and share insights into evolving pedagogy.
7. We need governments and policy makers to ensure laws, regulations and policies that
keep our sights on the public good, ensure safety and security, and promote rather than
hinder innovation.

Together we are capable of developing powerful, purposeful networks that connect
the right people, and organisations. If we can develop these partnerships, we will offer the
world something of value.

Notes

1. This quote belongs to Michael Fullan, who used it in his keynote to the CoSN Conference Atlanta,
March 2015.

150 Innovating Education and Educating for Innovation: The power of digital technologies and skills © OECD 2016

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OECD PUBLISHING, 2, rue André-Pascal, 75775 PARIS CEDEX 16
(96 2016 06 1P) ISBN 978-92-64-26508-0 – 2016

Education Innovation and Research

Innovating Education and Educating for Innovation

THE POWER OF DIGITAL TECHNOLOGIES AND SKILLS

OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster
productivity, growth and well-being. Education systems are critically important for innovation through the
development of skills that nurture new ideas and technologies. However, whereas digital technologies are
profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning
is not yet going through the same technology-driven innovation process as other sectors.
This report served as the background report to the second Global Education Industry Summit which was held
on 26-27 September 2016. It discusses the available evidence on innovation in education, the impact of digital
technologies on teaching and learning, the role of digital skills and the role of educational industries in the
process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in
education.

Contents
Chapter 1. The innovation imperative in education
Chapter 2. Digitalisation, digital practices and digital skills
Chapter 3. Digital technologies in education
Chapter 4. The potential of technology-supported learning
Chapter 5. Markets and innovation in the education industry
Chapter 6. Business-driven innovation in education

Consult this publication on line at http://dx.doi.org/10.1787/9789264265097-en
This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases.
Visit www.oecd-ilibrary.org for more information.

ISBN 978-92-64-26508-0
96 2016 061 P1