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Development of Global Indicators for
ICT in Education
Ki-Sang Song, Ph. D.Korea National University of Education
Contents
2
Purpose for Global Indicator Development
Backgrounds of Developing Countries
Korea’s Involvement with International ICT use in Education Consulting
Existent Indicator Development Work
Proposed Global Indicator Project
Further Plan
The Purpose of Developing Global Indicators for
ICT in Education
3
Objectives
To monitor and assess the levels of ICT use in education The output and impact of education Financial and human resources invested in education Access to education, participation and progression
To provide customized support in educational excellence
To provide e-Learning consultancy guidelines
To co-build educational sustainability and wellness
4
ICT use in education
Individual development
Educational reform
Social and Economic growth
Goal of Global Indicators for ICT in Education
5
Global Indicator for Policy Makers
For Policy Makers
6
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
Global Indicators for Education Practitioners
Education Practitioners(Principals
andTeachers)
7
Get feedback from students after using ICT in education
Reduce ineffectiveness and improve ICT use in education
Prepare useful educational materials
Monitor and evaluate the performance of students
Implement ICT policy at every school level
Backgrounds of Developing Countries in the Asia-pacific Region
8
9
020406080
100120140
Thailand
Indonesia
Lao P.D.P
Cambodia
Philippines
Pop : 64 millionGDP : $273 billion
Pop : 234 millionGDP : $510 billion
Pop : 5 millionGDP : $4 billion
Pop : 14 millionGDP : $11 billion
Pop : 89 millionGDP : $168 billion
Calculated by ITU ICT Eye at http://www.itu.int/ITU-D/ICTEYE/Default.aspx
ICT Statistics for 5 Developing Countries
(per 100 inhabitants)
ICT use in Asia-Pacific Countries
10
Low or limited ICT use
Moderate ICT use
High ICT use
AfghanistanMaldives
ChinaIndonesia
New ZealandSouth Korea
Strategy framework for promoting ICT literacy in the Asia-Pacific region.Bangkok: UNESCO Bangkok, 2008.
Low ICT use in developing countries
High appreciation, but low ICT availability ICT training in public education, but lack of qualified
teachers ICT equipped schools, but lack of educational resources and
content Various international assistance, but little sustainability in
education Master plans in educational reform, but lack of effective and
efficient strategies
11
Korea’s Involvement with International ICT use in Education Consulting
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Cooperation with Developing Countries
Requests from developing countries to share Korean educational experience
Korea assists developing countries’ educational systems with ICT, thereby bridging the digital divide Assisted 16 Asia-Pacific countries by matching a Korean
MPOE to each of the nations PC donations, teacher and educational officer ICT
training invitations Dispatched Korean teachers to train Asia-Pacific region
teachers since 2001 Indonesia, Philippines, China, Thailand, Vietnam, Peru,
Mexico, Sakha (R)
13
Consultancy to Developing Countries
ICT in education consulting service providerfor Asia-Pacific countries E-Learning Globalization Initiatives since 2006
Site surveys, collaborative studies and educational changeplanning
Dominican Republic, Uzbekistan, Azerbaijan, Vietnam, SriLanka, Mongolia, Laos, Cambodia, Thailand, Columbia, etc.
APEC e-learning training program Providing e-learning training opportunities since 2005 5 rounds/yr, more than 30 participants/round PBL methodology Understand problems and achieve solutions independently
14
Overview of International Consulting
15
2006 2007 2008
Dominican (R)
Uzbekistan Azerbaijan Bangladesh VietnamCambodia
Thailand
Assessmentof overall ICT in education level
Assessmentof overall ICT in education level
Assessmentof overall ICT in education for K-12
Assessmentof overall ICT in education level
Assessmentof overall ICT in education for K-12
Assessmentof ICT in education for Basic education
Consulting Report (2006)
MOU (2008)Set up detailed project list
Starting ICTin Education Project (2008)
CSR (2007) CSR( 2007)
F/S for ICT in education (2009)
Set up cooperationplans
TOR (2008)
Continued in 2009
Consultancy Revelations
To the extent that countries aim to achieve educationalgoals, they need to measure their progress, successes andproblems
For policy makers, there is a paucity of comparable databetween countries on the availability, access, use andimpact of ICT in education at the national level
Putting in place and implementing relevant policies,strategies and plans to develop suitable indicators to guidethe application of ICT to meet needs
Need Indicators for ICT in education developed scientificallyand systematically for effective developing countryconsultation
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17
Existing Indicator Development Work
Overview of Existing ICT Indicators
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• Core indicators• Pilot tested in several regional areas• Expanded indicators
UNESCO UIS
• WBI• ICT in education impact survey• School manager, policy maker• More focus on Infra, Policy and Impact
World Bank
• Measured overall ICT in society• Concerned with other areas, not only ICT in
education• More focus on policy
OECD
Comparison of Domains of ICT in Education
Knowledge Package (Korea)
Australia U.S.A. United Kingdom and EU
The Needs of Developing Countries (MDGs/EFA)
Policy,Driving System,Law, institution
Law, institution LeadershipBudget
LeadershipManagement
SupportManagement
Infrastructure Infrastructure Accessibility to Infrastructure
Network and Infrastructure
Network and Infrastructure
Educational Content
Online content Digital content Digital content and S/W Content and S/W
Standardization
Curriculum Integrated with general curriculum
Connected with general curriculum
Human resources
Teacher, Learner, Adult
Staff training Staff trainingProfessional development
EducationalInformationservice
Online content service
IntegratedDatabase
Computer application to school administrative service
Educationalinformation service
Etc. E-learning,Virtual school
Expand the learning opportunities,Achievement,Assessment
19
Analysis of Previous Indicators
EIRI International Organizations
Main Domains Sub Domains UAPRS SITES OECD,EAG
PISA IITE
Policy Legal systemNational systemNational budgetOrganizational structure
OOOO
OOOO
O
Infrastructure PCsICT facilitiesInternet access in public schoolsSecurity system in schools
OOO
OOOO
OOO
OOO
Educational content
Level of developmentLevel of utilization
OO O
Standardization Standard guidelineLevel of content standardizationLevel of content distribution standardization
Curriculum No. of schools with independent computer coursesLevel of ICT usage in education
O
O
O
O O
O
O
Educationinformation service
Level of utilization of teaching-learning serviceLevel of utilization of education administration support service
H/R development Teacher trainingTeaching skills
OO
OO
O OO
Administrativeservice infrastructure
Administrative infrastructure
20
Conditions for Indicators
Existing indicators for ICT in education mainly focus on policy, infrastructure, curriculum, and HR development
Need to develop global indicators that embraces thewhole scope of ICT use in education without disregard fornational socio-economic context by integrating existingindicators for ICT in education
Need to develop indicators that can be measured globally,are comparable and measurable in various domains ofICT in education
Need to design indicators; not just numbers, but usefulmeasures that extract meaning for consulting
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22
Proposed Global Indicator Project
Scope of ICT in Education
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Curriculum Objective, Content,
Assessment
Teaching-Learning Materials
Teacher Learner
Core elements
Supportive elements
Policy EducationalService Support Infrastructure
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 MeaningTeacher Understand the characteristics of ICT, and
capability to facilitate learner’s learning activitieswith ICT
Learner Use information resources in a critical andcollaborative manner with other people forlearning
Curriculum National standardized educational objectives,content, and assessments with ICT
Educational Policy Law, budget funding, and institutions forfostering ICT in education
Educational Information Service
A networked service system to aidcommunication between teacher and learner,and to assist the utilization of educationalcontent
Infrastructure Computers, content, and facilities for teachersand learners for use in the teaching-learningprocess
24
Possible Indicator Levels for ICT in Education
Indicators to measure a specific country’sstatus of ICT in education
Reflecting regional/ cultural/ financial characteristics
Basic Indicators to be applied globally
Regional Level
GlobalLevel
National Level
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Need to effectively consult developing countries to applyICT in education to construct a National Development Plan
Development Strategy for Global Indicator
EvaluateValidity ofIndicators
DevelopDetailed Indicators
Set of Category
Analyze PreviousIndicators
Global Indicators for ICT in education
EIRI Pisa
AnalyzeOECD
UNESCO
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1st version of IndicatorsInterviews with ExpertsRevision2nd version of Indicators
Components of Global Indicators
27
Domain Possible indicatorsPolicy Indicators on Law, Budget, Drive System to implement
strategies, Vision & Plan for ICT in educationInfrastructure Indicators on Telecommunication infra, Internet infra,
Broadcasting infra (TV, Radio), Power, Equipment, etc.Human resourcedevelopment
Indicators on ICT in education Human Resource CapacityIndicators on the supply and demand of human resources for ICT in education; professional development such as teacher training, educational officer trainingHead teachers and other administrators trained in leading and managing ICT integration
Educational content Indicators on content development, distribution, quality management
Standardization Indicators on the content standardization and contentreusability
Components of Global Indicators (cont.)
Curriculum Indicators on Using ICT for teaching, learning and assessmentNo. of schools with independent computer courses
Educationinformationservice
Indicators on Online teacher training, Portal for teaching and learning activities, Digital knowledge/resource bank for schools
Administrative service
Indicators on E-government/E-administrative services for schools
Impact Indicators onIncreased public confidence and competence in using ICTPupil enthusiasm for learning is improved by using ICTPupil communications skills are improved by using ICTPupil problem-solving and higher order thinking skills are improved byusing ICTPupil creativity is improved by using ICTLearning outcomes are improved by using ICTCost saving is achieved by using ICTOther benefits from using ICT
28
Developed Global Indicators in 2008
Domains Sub-domains Survey item
Policy of ICT in
education
Existence of related laws ∘ Existence of laws related to ICT in education
Vision and plan for ICT In education ∘ Vision and plan for ICT in education
Budget for implementing policy∘ Allocation of national budget for ICT in
education
Implementation systems for ICT in
education
∘ Existence of organizations in charge of ICT in
education
Education
information
infrastructure
Facilities and expanses ∘ Percentage of schools with computers
School network ∘ Internet access
Educational
content
Educational content development ∘ Status of developing content
Utilization status ∘ Educational content utilization status
Curriculum
ICT curriculum ∘ Presence of prescribed curriculum
ICT application in education∘ Computer usage frequency in classrooms by
teachers
Education of cyber ethics ∘ Presence of cyber ethics education in schools29
Developed Global Indicators in 2008
Education information
standardizationEducation information standardization
∘ Status of the education information
standardization
Teaching and learning
information service
Teaching and learning supporting
service
∘ Provision of a portal service for teaching and
learning activities
Education administration support service
Education Administration support
service
∘ Provision of an educational administrative
information service
Human resourcesin education information
ICT teacher training ∘ Status of teacher training for ICT education
Information utilization ability of
teachers∘ Percentage of teachers who use ICT in education
Information utilization ability of
students
∘ Percentage of students using computers during
learning activities
Training courses for ICT experts ∘ Existence of a training center for ICT specialists
Impact of ICT in education
Teaching and learning activities ∘ Improvement in the teaching-learning process
Social skill of information society ∘ Social relation formation with ICT
Extending learning Opportunities ∘ Extending learning opportunities through ICT
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31
Further Plan
32
Roadmap for Global Indicator Development
Global Basic Indicator andNational Expanded Indicator Development
Full-scale Analysis of Indicator
on ICT use in Education
Survey and Analysis usingfinal version of indicators for ICT use in Education Literary Review and
Development of Indicators for ICT use in Education
- Literature review of ICT in Education- National development strategy of educationusing indicators for ICT in Education
- Integration and development Issues of indicators for ICT use in education
- National review of indicators forICT use in Education
- Pilot Test of indicators for ICT in Education
- Measurement and publication ofindicators for ICT use in Education- Sustainable management ofindicators for ICT use in Education
2008 2011 ~ 20132009 ~ 2010
Pilot Test ofIndicator on
ICT use in Education
Revision of EIRI through
a Literary Review on
Indicators for ICT use in
Education
1
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Tasks in 2009
Development of indicators target to developing countries of Asia-Pacific region for consulting of ICT in education Global Basic Indicators National Expanded Indicators
To study the qualitative analysis methodology to supplement the quantitative information of indicators
Pilot test to 5 Asia-Pacific countries In-depth country status reports of ICT
application in education to aim educational and socio-economic development
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Collaboration with participating countries- Application of the indicators and
analyze ICT in education readiness- Expand ICT in Education supportFor participating countries
Collaborative research & development projects on
ICT in education indicators
Host international expert meeting & workshopPublication of the researchpaper
Network of expertsCollaboration with International
Development Agencies
IndicatorsICT in Education
Activities
Application Research
Sharing Network
34
Future Direction
• Policy, infrastructure, educationalcontents, standardization, curriculum, educational informationservice, HR development, andadministration 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 Indicatorby 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 Global Indictor of ICT use in Education
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
35
• Establishment of Global Indicator for ICT use in Education in Global and National levels
• Possibly used for ICT in education consulting purpose• Expanding of measurement of impact for ICT use in Education
Vision
World Bank KERIS
Participating DevelopingCountries
International Expert Group
Expand Learning Opportunities &Increase the Quality of Learning through ICT in Education
Application of ICT in Education Indicators
36
