ICT in EDUCATION

1. ICT inEDUCATION 10 KEY MESSAGES

2. Education Potentials Essentials Toolkit ICT • EFA • Teachers • Cost • Technology • Partnerships

3. UNESCO recognizes the potential of ICT to achieve EFA goals, in particular its ability to: • Enable the inclusion of groups with no access to education • Improve the quality of teaching & learning • Increase the efficiency & effectiveness in educational planning & administration

5. Access Planning & Management Efficiency Community Linkages POTENTIALS OF ICT Learning Lifelong Learning Teaching Skills Formation

6. OBSTACLES Policymakers Face • Lack of awareness • Lack of technical and policy capacity • Lack of political leadership • Ineffective coordination between departments with ICT responsibilities

7. DILEMMAS REALITIES • Analyze educational objectives • DetermineICT objective • Understand potentialof ICTs • Examine suitabilityof ICT • Plan program ofInvestment • Implement pre and co-requisites • Evaluate and adjustcontinuously Qs about Value of ICTs • MONOLITHIC • AUTOMATIC • COMPUTERS • SUBSTITUTE • VENDORS • PARENTS • BUSINESS • TECHIES • BELIEF • DOUBT • WAIT Myths Pressures

8. Effective Learning Anytime Necessities of ICT • Globalization of • * Economy • * Information • Tech Innovations • Knowledge-based • * Economy • * Society • Escalating Demand • for Education For All Anywhere

9. ICT for what purpose? ICT for Learning Objectives

10. ICT for what purpose? ICT for Teaching Objectives

11. From Potential to Effectiveness • Educational policy • Approach to ICT (what purpose?) • Infrastructure (what is existing?) • Contentware (what to teach?) • Committed and trained personnel • Financial resources • Integration • Piloting and evaluation

12. Conclusion To Tech or Not to Tech? X That is not the question  The question is … How can ICT help Education become more effective and responsive?

13. The Partners

14. How is an ICT Education Program Generated? • Consumer Mode • Problem-solving Mode (incremental) • Ad Hoc Mode • External Push Mode • Importation Mode • Systematic Mode

15. How is an ICT Education Program Generated? • Systematic Mode • Map the Context • Identify best candidate areas for ICT Intervention • Examine diff. interventions & select the best fit • Plan for implementation (all necessary elements) • Monitor implementation, effectiveness and impact – and make subsequent modifications and decisions

16. What Do Planners Need? • Knowledge • National and educational context • Educational issues and solutions • ICTs in Education • Dynamics of change • Skills in • Planning • Introducing Innovations • Tools • Skills in use of Tools

17. Toolkit Premises • Education Development = education policies, strategies and practices • Technology is only a Tool • Integrating ICTs into Education is an INNOVATION • Planning for ICTs in Education should follow the Systematic Mode • Planners should be guided by these questions

18. Toolkit Premises • What Technologies? • ICTs for What Educational Purposes? • ICTs for What Instructional Usages • ICTs for What Learning Purposes? • ICTs for What Teaching Purposes? • What is the Potential Value of ICTs? • Are Conditions for ICT Effectiveness Met?

19. Toolkit Blueprint/Map

20. To get an overview of the Policy environment

21. The Heart of the Toolkit

22. To guide the Implementation

23. What the Toolkit does NOT Do • Does NOT make decisions for users • Does NOT automatically generate ICT projects, programs or plans • Does NOT do planning. Like any tool, it is an instrument that assists people engaged in the human process of planning for ICTs in education • Does NOT replace the commitment, brainpower and actions of the user, nor does it make up for deficiencies in these attributes.

24. What the Toolkit Does • Step by step guidelines • Forms to record data • Mechanisms to generate proposals, options and scenarios • Instruments to evaluate proposals, options and scenarios • A device to survey attitudes, skills, opinions & collate results Assists decision makers, planners and developers in the different processes of planning by providing:

25. What the Toolkit Does 6. A way to consult with specialists and experts 7. An systematic environment for deliberations, consultations and decision making 8. Standard, documented and replicable procedures 9. Efficient and organized system Assists decision makers, planners and developers in the different processes of planning by providing:

26. Toolkit Features

27. Comprehensive Collection of ICT Resources

28. Survey Tool is a Hit among Users

29. Costing Tool showed great potential to support Policy Decisions

30. Facilitation Team Facilitator Toolkit Users Country 1 Country 3 Country 2

31. Facilitation Team • Plan Toolkit application • Identify other Toolkit users & ensure their orientation & training • Apply some of the tools & supervise the application of the other tools • Ensure decisions emanating from the application of the Toolkit are communicated to and made at the appropriate levels • Monitor implementation and evaluation of ICT policy interventions and recommending follow-up actions

32. Facilitator • Manage the application process of the Toolkit • Prepare data and materials for the Team • Prepare materials resulting from Team deliberations • Coordinate with specialist teams needed for the application of the Toolkit • Communicate with the Toolkit central manager

33. Where to Start Considering ICT Intervention • Decision Made • Implementation Not Planned • Hardware in Place • Contentware: no decision • Program being implemented • Program Implemented • Next Steps Considered

34. What isICT? Remember: ICT is not only computers and internet

35. millionilliterates in the region million15-24 years old are illiterate millionchildren out of primary schools NERin secondary education 511 132 45.5 64.3

36. 300 hours of training needed to effectively teach 1 hour lesson using Interactive CD Dr. Josette T. Biyo 1st Asian teacher to win Intel Excellence in Teaching Award Experts propose to televise Dr. Biyo’s lessons in classrooms nationwide

37. Public enrolment -- Elementary (12,089,365) -- High School (5,043,776) Total (17,133,141) US$ 100 laptop (x Php 51) Php 87,379,019,100 Public teachers -- Elementary (340,231) -- High School (123,074) Total (463,305) US$ 100 laptop (x Php 51) Php 2,362,855,500 How much is the cost ofone laptop per child (OLPC) policy? Cost of OLPC policy Php 89,741,874,600 DepEd budget (2006) Php 117,087,000,000 * Government need to increase education budget by 75%

38. Computers and Internet Usersper 100 inhabitants Source: ACCESS a problem in Africa and Asia

39. ICTs in householdspercentage Source:

40. Workshops Conducted CHIANG MAI SEPT. 2005 BANGKOK JUNE 2006 FIJI SEPT. 2006

41. Toolkit Training Workshops • Regional workshops(there is international sharing of experiences) i.e., Chiang-Mai and Fiji Workshops • National workshops(discussion focuses on specific country objectives)i.e., Bangkok and Manila Workshops • Facilitators’ workshops(to train other partners to give toolkit training workshops)i.e., ADB to include toolkit as part of TA for education projects; IITE for Russian-speaking states; etc.

42. 5-day Workshop Program Day 1 - Decision Makers Essentials - Introduction to the Toolkit Day 2 Day 3 Day 4 Day 5 Explanation on the Toolbox Navigating together the Toolbox Group work Discussing Toolbox experience at end of day

43. Who are the Participants? • Ministers of Education(to raise awareness during one-day high-level policymakers forum) i.e., Fiji Workshop where 14 Ministers attended • MOE official in charge of policy & planning(who will champion the process inside the MOE) • Educational planners(who will lead the integration of ICT in the education plan) • ICT in Education Coordinators

44. Plans in 2007 • At least 2 regional workshops(South and Central Asia) • More national workshops(allows more people from MOEs to be trained) • Continue updating the Toolkit(World Bank infoDev is investing for further development of the tool)

45. Thank you. b.vergeldedios@unescobkk.org