measuring ict in education readiness measuring ict in education readiness ki-sang song (korea...

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Measuring ICT in Education Readiness Ki-Sang Song (Korea National University of Educatio Heeok Heo (Sunchon National University) and Hyeonwoo Lee (Sang Myung University)

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Measuring ICT in Education Readi-ness

Measuring ICT in Education Readi-ness

Ki-Sang Song (Korea National University of Education)Heeok Heo (Sunchon National University) andHyeonwoo Lee (Sang Myung University)

Contents

2

Purpose of ICT in Education readiness measurement

Existing works of indicator development

Extended ICT in Education indicators

Further plan

ICT in Education Readiness andIndicators

3

ICT Readiness and Education

Countries with pervasive information infrastructures that used ICT applications possessed advantages of sustained economic growth and social development

Adoption and implementation of new technologies are essen-tial to survival and growth of economy in general

Strong consensus of applying ICT in Education due to the positive effect on individual empowerment

Government decision-makers are keen to assess the impact of policies adapting ICT in Education

Measurement instruments are needed aiming to measure the readiness of ICT in Education across countries

4

ICT use in educationICT use in education

Individual development

Educational reform

Social and Economic growth

Goal of ICT in Education

5

Indicators for Readiness Measurement

To monitor and assess the levels of ICT use in educa-tion

The output and impact Financial and human resources investment Access to education, participation and progression

Enables government to set, measure and achieve real-istic goals for effective ICT application in education

To provide customized supports in educational excel-lence

To provide e-Learning consultancy guidelines

6

Readiness Measurement for Policy Makers

For Policy Makers

7

Demonstrate accountability to funding source

Establish and share budgets properly

Analyze the Impact for adapting ICT into education

Compare the domestic situation with global trends

Establish mid-and-long term sustainableEducation policies

Readiness Measurement for Education Practition-ers

For Education Practitioners(Principals, Teachers)

8

Get feedback from students after using ICT in education

Reduce the ineffectiveness and improve ICT use in education

Prepare useful educational materials

Monitor and evaluate performance of students

Implement ICT policy at each school level

Lessons from the Consultancy

To the extent that countries aim to achieve educational goals, they need to measure their progress, successes and problems

For policy makers, there is a paucity of comparable data be-tween countries on the availability, access, use and impact of ICT in education at the national level

Putting in place and implementing relevant policies, strate-gies and plans need to develop suitable indicators to guide the application of ICT to meet needs

Need Indicators for measurement of the readiness of ICT in EducationDeveloped scientifically and systematically for effective

consulting to countries want to implement ICT in Education

9

Limitation of Existing Indicators

Existing indicators for ICT in education are mainly focusing on policy, infrastructure, curriculum, and HR development

It is recommended to develop an extended indicator that covers whole scope of ICT use in education without disregarding national socio-economic context through integrating existing indicators for ICT in education

Need to develop indicators to be measurable globally, comparable and measured in various domains of ICT in education

Need to design indicators Not Just Numbers, but useful to extract the meaning for consulting to countries want to implement ICT in education

10

11

Extended ICT in education indicators

Scope of ICT in Education

12

Curriculum Objective, Contents,

Assessment

Teaching-Learning Materials

Teacher Learner

Core elements

Supportive elements

PolicyEducational

ServiceInfra-

structure

ICT in Education: Teaching and Learning with ICT to familiarize students with the use and workings of computers, and related social and ethical issues.

Elements of ICT in Education

Elements Readiness elements

Teacher Understand the characteristics of ICT, and possi-ble to facilitate learner’s learning activities with ICT

Learner Use information resources with critical and col-laborative manner with other people for learning

Curriculum National standardized educational object, con-tents, and assessment with ICT

Educational Policy Law, budget, institutions for fostering ICT in edu-cation

Educational Information Service

The networked service system for helping com-munication between teacher and learner, and assisting the utilization of educational contents

Infrastructure Computers, contents, facilities required to teacher and learners for teaching-learning process

13

Educational Purposes and Readiness of ICT in Educa-tion

RadioTV

RadioTV

ComputerA/V Equip.

ComputerInternet

A/V Equip.

ComputerInternet

Digital toyDigital devices

A/V Equip.

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MajorInfra

Purpose MDG/EFAImproving creativity, learning capabilitiesProviding learning opportunities 21st century skills

Readinessfactors Infra oriented

Curriculum Pedagogical issues

Infra Human resource oriented

Assessmentstrategies

PolicyFinanceInfra

PolicyFinanceHuman resourcesContents

Impact to learner’sskill and attitude

Bottlenecks of ICT in Education

High appreciation, but low availability in ICT

ICT training in public education, but lack of qualified teach-ers

ICT equipped in schools, but lack of educational resource and contents

Various international assistance, but little sustainability in education

Master plans in educational reform, but lack of effective and efficient strategies

15

Cross-National Readiness Assessment

Indicator to measure specific country’sstatus of ICT in education

Reflecting regional/ cultural/ financial characteristics of regions

Basic indicator for comparable data: Quantitative

Regional LevelRegional Level

GlobalLevel

GlobalLevel

National LevelNational Level

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Need not only Quantitative Data but also Qualitative Datato effectively consult countries to apply ICT in education for each Nation’s Development Plan KERIS EXTENDED INDICATROS

Quantitative + Qualitative

Framework of KERIS Extended Indicators

Context Input Process Products Outcomes/ Impact

Socio-economic and cultural status

National develop-ment goal

Implementation of national vision into education

Economic growthPersonal empower-ing

21st century skillsICT penetrated so-ciety

Policy Vision/plan/lawBudget

Develop detail ac-tion planSet up responsible organizations

DocumentsStrategiesOrganizationsBudget allocations

E-governmentE-learningFuture schools

Infra Spec.Training

Implementation H/WS/W

Networked society

Human resources CurriculumTraining planOpportunities

Training Qualified teachersTechnical staffs

High order thinking skills/ performanceCapacity building

Curriculum ICT literacyIntegrated curricu-lum

Teaching with ICTICT integrated teaching and learn-ing

New pedagogyPedagogy inte-grated with ICT

21st century skillsCollaborationCognitive capabili-ties

ContentsEducational re-source

Curriculum Training developerSharing mechanism

Teaching and learn-ing contents

Usage

Online services Spec.Identify users and service

Develop target ser-vices

EMISProviding teaching/learning materials

UsageImpactEquityLearning opportu-nity

17

Extended ICT Education Indicators forReadiness Measurement

18

Socio-cultural readiness

Policyreadiness

Infrastructurereadiness

Educational re-source readiness

Curriculum readiness

Human resources readiness

Online service readiness

Impact/Usage/Equity

Domains of the Extended Indicators

19

ICT use in educa-tion indicators

Policy

Infrastructure

Human resources

Educational re-sources

ServiceImpact

Usage

Equity

Social, cultural and economic status

Educational policy

Infrastructure

Human resources

Educational resource

Content development

Educational system

Administrative service

Socio-cultural context

Economic structure

Professional development Technological development

Partnerships

Context – Input – Process – Products/Outcomes/Impact

Segments of Extended Indicator in 2009 [1]

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•Policy

Domain Sub domain Indicator UIS

Policy

Laws/regulations/

policy

Existence of laws related to ICT in education ED9

Existence of policies related to ICT in education ED9

Existence of national regulations or incentives for ICT in educational in-stitutions

ED9

Existence of ICT plans in local education development plans? ED9

Existence of ICT plans in institution plans ED9

Existence of ICT literacy certification

Budgets

Allocation of budget for ICT in education to nation education budget

Average public current expenditure on ICT in education per learner ED22

Proportion of expenditure on ICT in education ED55

Segments of Extended Indicator in 2009 [2]

21

Domain Sub domain Indicator UIS

Infra-structure

H/W

Percentage of schools with a radio used for educational purposesPercentage of schools with a TV used for educational purposes Percentage of schools with multimedia equipment used for educational purposes ED29Percentage of schools with computersPercentage of schools with computer roomLearner-to-computer ratio in schools ED4Average number of computers per educational institutions ED32Percentage of all computers available for pedagogical purposes ED35Percentage of student-owned computer for pedagogical purposes ED34Percentage of all computers available for administrative purposes ED51Ratio of educators to computers in schoolsExistence of plan to maintain and renew ICT equipmentPresence of national requirements for ICT H/W

S/W

Operating System of computers most widely used in schoolsPercentage of schools with computer assisted instruction ED24Percentage of schools with Internet assisted instruction ED25Number of audio-visual materials available in schools per General learners Percentage of educational institutions offering distance education program ED54

Names/types of software used in institution ED30, ED30bis

Internet access

Existence of a local area network (LAN) Internet access speedInternet feePercentage of schools with Internet access ED5Ratio of student-to computer connected to Internet ED31Average number of computers connected to internet per educational institutions ED34

Communication tools

Percentage of schools with a website ED50Percentage of schools providing an email account to all learners ED52Percentage of schools providing an email account to all teachers ED53

Fundamental infra

Percentage of schools with electricity EDR1

Percentage of schools with telephone communication facility ED3

Segments of Extended Indicator in 2009 [3]

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Domain Sub domain Indicator UIS

Human Resources

Teacher Percentage of teachers who use ICT in education ED40

Percentage of teachers trained to teach basic computer literacy ED38

Percentage of teachers trained to teach any subject using ICT ED39

Percentage of trained teachers using ICT facilities for teaching ED40

Ratio of learners-to-teachers of basic computer literacy ED43

Ratio of learners-to-teacher using ICT to teach ED44

Percentage of school staffs trained to use ICT in education

Preparation of institution school staffs with an e-mail address

IT specialist Ratio of school-based ICT coordinators to the number schools offering any ICT assisted instruction

ED12

Percentage of Institution has an ICT advisor/technician? ED12

Training opportunity

Proportion of training center for ICT in education

Existence of Financial support for ICT training

Existence of ICT training program

Segments of Extended Indicator in 2009 [4]

23

Domain Sub domain Indicator UIS

Curriculum

National standards for

ICT use in teaching and

learning

Description of ICT use in teaching and learning ED9, ED9 bis

Specifications of ICT-based model of teaching and learning

Amount of time to use ICT for teaching and learning in classroomsED13, ED14

Conditions of physical environment for ICT use in schools prescribed in national standards

Existence of national curriculum documents focusing on ICT use in education

National standards for

ICT literacy

Presence of a prescribed curriculum on ICT literacy

Proportion of learners enrolled in grades where computer skills are currently taught (for ISCED 1-3)

Cyber ethicsPresence of cyber ethics education in schools

Proportion of learners enrolled in grades where cyber ethics are currently taught (for ISCED 1-3)

Service

Teaching and learning support service

Existence of e-portal service

Institution providing teaching support materials for teachers

Institution providing learning support materials to students or parents

Existence of ICT centers for community training purposes

Educational administrative information

service

Percentage of institutions that provide access to their ICT infrastructure for the community

Segments of Extended Indicator in 2009 [5]

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Domain Sub domain Indicator UIS

Educational Resources

Development of educational resources

Status of systematic development of digital educational resources

Quality assurance mechanisms for digital educational resources

Sharing and distribution of

digital resources

Status of distribution of digital educational resources in schools

Average number of subscriptions of distributed digital resources per educational institutions

ED31

Status of sharing and distribution educational resources through standardization

Impact

Impact measurement Existence of ICT in education impact measurement

Students outcome

Promotion rate of learners in grades receiving ICT-assisted instruction (by gender, by type of institution and by grade)

ED 46

Promotion rate of learners in grades not receiving ICT-assisted instruction (by gender, by type of institution and by grade)

ED 47

ICT-assisted instruction performance ratio (by gender, by type of institution and by grade)

ED 48

Segments of Extended Indicator in 2009 [6]

25

Domain Sub domain Indicator UIS

Usage

Utilization of infraComputer Usage time by learners in schools

Computer Usage time by teachers in schools

Utilization of curriculumAverage ICT use by learners for learning purposes

Average ICT use by educators for academic purposes

Utilization of on-line digital teaching and learning service

Average frequency of on-line service use by learners

Average frequency of on-line service use by teachers

Utilization of ER Utilization of digital educational resources in school learning

Equity

Gender

Presence of national ICT equity policy

Proportion of female and male teachers who can teach learners about ICT literacyProportion of female and male learners who can access to ICT as pedagogical aidsProportion of female and male educators who have completed the required hours of professional developmentProportion of female and male educators who use ICT for academic

purposes (Average hours per week) Proportion of learners enrolled by gender at the post-secondary

non tertiary and tertiary level in ICT-related fields ED7

Proportion of learners who graduated last academic year by gender at the tertiary level in ICT-related fields

ED42

Proportion of learners enrolled by gender at tertiary level in distance education program

ED 45

Region Proportion of schools with ICT-assisted instruction in rural areas ED 26

Special needs Percentage of learners with special needs who have access to ICT

Segments of Extended Indicator in 2009 [7]

26

Domain Sub domain Indicator UIS

Social, cultural and

economic status

Socio-economic status

Populations

Gross National Income (GNI)

Vision and plan for national development

Existence of national development goals and plans

Mapping of national vision and development priorities with respect to education

National educational goals and plans

Finance

Percentage of education budget to national total budget

Educational budget per student

Percentage of ICT in education budget to national education budget

ICT in education budget per student

Source of ICT in education budget in school

School system School system

Educational administration

system

Existence of organizations in charge of ICT in education

Decision making structure of the school level

Existence of institutions to support national education development goal

organizations Existence of organizations in charge of ICT in education

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Further plan

Tasks Underway in 2009

Development of indicators target to countries of Asia-Pacific re-gion for consulting of ICT in education

Expanded Indicators – UNESCO UIS + EXTENDED INDICATORS

Pilot test to 6 Asia-Pacific countries in Nov. 2009 Thailand, Philippines, Sri Lanka, Mongolia, Malaysia, Vietnam Working group workshop in Oct. 26 - 27, 2009 Data collection in Oct. 28 – Nov. 30, 2009

In-depth country status reports of ICT application in education to aim educational and socio-economic development in Dec. 2009

Further revision for reliable measurement tools for readiness, and analysis methodology development

28

Future Direction

• Policy, infrastructure, educational contents, standardization, curriculum, educational information service, HR development, and administration infrastructure

EIRI by KERIS

• OECD’s Education at a Glance 2007• Literature Review such as Education System & Policy and Education Learning Outputs

ICT in Education Indicator by OECD

• Computer & Internet Access• ICT Usage of Teacher & Student in School• Infrastructure of ICT use in Education• Level of ICT Skills of Student

ICT in Education Indicatorby UNESCO UIS

Development of Extended Indictor for Measurement ICT Use in Education Readiness

Building international consensus Necessity for sustainable management of

indicator for ICT use in Education Recognition of Impact of ICT use in Education

Cooperation with Nations and International Organizations Reasonable management of scope of ICT use in Education Bridging digital divide of ICT use in Education

29

• Establishment of Readiness Measurement for ICT use in Edu-cation in global and national levels

• Possibly used for ICT in education consulting purpose• Expanding measurement of impact for ICT use in Education

Company

LOGO

Ki-Sang Song, Ph. [email protected]