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Transcript of Measuring ICT in Education Readiness Measuring ICT in Education Readiness Ki-Sang Song (Korea...
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 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
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.
14
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
16
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]
20
•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]
22
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]
24
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
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