Development of Global Indicators for ICT in Education

Transcription

1 Company LG Development of Global Indicators for ICT in Education Ki-Sang Song, Ph. D. Korea National University of Education

2 Contents 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 2

3 The Purpose of Developing Global Indicators for ICT in Education 3

4 bjectives 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

5 Goal of Global Indicators for ICT in Education Individual development Educational reform Social and Economic growth ICT use in education 5

6 Global Indicator for Policy Makers Demonstrate accountability to funding source Establish mid-andlong term sustainable Education policies Establish and share budgets properly For Policy Makers Analyze the Impact for adapting ICT into education Compare the domestic situation with global trends 6

7 Global Indicators for Education Practitioners Get feedback from students after using ICT in education Reduce ineffectiveness and improve ICT use in education Education Practitioners (Principals and Teachers) Prepare useful educational materials Implement ICT policy at every school level Monitor and evaluate the performance of students 7

8 Backgrounds of Developing Countries in the Asia-pacific Region 8

9 ICT Statistics for 5 Developing Countries (per 100 inhabitants) Thailand Pop : 64 million GDP : $273 billion Indonesia Pop : 234 million GDP : $510 billion Lao P.D.P Pop : 5 million GDP : $4 billion Cambodia Pop : 14 million GDP : $11 billion Philippines Pop : 89 million GDP : $168 billion Calculated by ITU ICT Eye at 9

10 ICT use in Asia-Pacific Countries High ICT use Moderate ICT use Low or limited ICT use Afghanistan Maldives China Indonesia New Zealand South Korea Strategy framework for promoting ICT literacy in the Asia-Pacific region. Bangkok: UNESC Bangkok,

11 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

12 Korea s Involvement with International ICT use in Education Consulting 12

13 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 MPE 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

14 Consultancy to Developing Countries ICT in education consulting service provider for Asia-Pacific countries E-Learning Globalization Initiatives since 2006 Site surveys, collaborative studies and educational change planning Dominican Republic, Uzbekistan, Azerbaijan, Vietnam, Sri Lanka, Mongolia, Laos, Cambodia, Thailand, Columbia, etc. APEC e-learning training program Providing e-learning training opportunities since rounds/yr, more than 30 participants/round PBL methodology Understand problems and achieve solutions independently 14

15 verview of International Consulting Dominican (R) Uzbekistan Azerbaijan Bangladesh Vietnam Cambodia Thailand Assessment of overall ICT in education level Assessment of overall ICT in education level Assessment of overall ICT in education for K-12 Assessment of overall ICT in education level Assessment of overall ICT in education for K-12 Assessment of ICT in education for Basic education Consulting Report (2006) MU (2008) Set up detailed project list Starting ICT in Education Project (2008) CSR (2007) CSR( 2007) F/S for ICT in education (2009) Set up cooperation plans TR (2008) Continued in

16 Consultancy Revelations 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 between countries on the availability, access, use and impact of ICT in education at the national level Putting in place and implementing relevant policies, strategies and plans to develop suitable indicators to guide the application of ICT to meet needs Need Indicators for ICT in education developed scientifically and systematically for effective developing country consultation 16

17 Existing Indicator Development Work 17

18 verview of Existing ICT Indicators UNESC UIS Core indicators Pilot tested in several regional areas Expanded indicators World Bank WBI ICT in education impact survey School manager, policy maker More focus on Infra, Policy and Impact ECD Measured overall ICT in society Concerned with other areas, not only ICT in education More focus on policy 18

19 Comparison of Domains of ICT in Education Knowledge Package (Korea) Policy, Driving System, Law, institution Australia U.S.A. United Kingdom and EU Law, institution Leadership Budget Infrastructure Infrastructure Accessibility to Infrastructure Educational Content Standardization Curriculum Human resources Educational Information service Etc. Leadership Management Network and Infrastructure The Needs of Developing Countries (MDGs/EFA) Support Management Network and Infrastructure nline content Digital content Digital content and S/W Content and S/W Teacher, Learner, Adult nline content service Integrated with general curriculum Staff training Integrated Database E-learning, Virtual school 19 Connected with general curriculum Staff training Professional development Computer application to school administrative service Expand the learning opportunities, Achievement, Assessment Educational information service

20 Analysis of Previous Indicators EIRI International rganizations Main Domains Sub Domains UAPRS SITES ECD, EAG Policy Infrastructure Educational conte nt Standardization Curriculum Education information service H/R development Administrative service infrastructure Legal system National system National budget rganizational structure PCs ICT facilities Internet access in public schools Security system in schools Level of development Level of utilization Standard guideline Level of content standardization Level of content distribution standardization No. of schools with independent computer cou rses Level of ICT usage in education Level of utilization of teaching-learning service Level of utilization of education administration support service Teacher training Teaching skills Administrative infrastructure 20 PISA IITE

21 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 the whole scope of ICT use in education without disregard for national socio-economic context by integrating existing indicators for ICT in education Need to develop indicators that can be measured globally, are comparable and measurable in various domains of ICT in education Need to design indicators; not just numbers, but useful measures that extract meaning for consulting 21

22 Proposed Global Indicator Project 22

23 23 Scope of ICT in Education ICT in Education: Teaching and Learning with ICT to familiarize students with the use and workings of computers and related social and ethical issues Core elements Curriculum bjective, Content, Assessment Teacher Learner Teaching- Learning Materials Supportive elements Policy Educational Service Support Infrastructure

24 Elements of ICT in Education Elements Meaning Teacher Understand the characteristics of ICT, and capability to facilitate learner s learning activities with ICT Learner Use information resources in a critical and collaborative manner with other people for learning Curriculum National standardized educational objectives, content, and assessments with ICT Educational Policy Law, budget funding, and institutions for fostering ICT in education Educational Information Service Infrastructure A networked service system to aid communication between teacher and learner, and to assist the utilization of educational content Computers, content, and facilities for teachers and learners for use in the teaching-learning process 24

25 Possible Indicator Levels for ICT in Education Global Level Regional Level Basic Indicators to be applied globally Reflecting regional/ cultural/ financial characteristics National Level Indicators to measure a specific country s status of ICT in education Need to effectively consult developing countries to apply ICT in education to construct a National Development Plan 25

26 Development Strategy for Global Indicator EIRI Pisa ECD Analyze UNESC Global Indicators for ICT in education Analyze Previous Indicators Set of Category Develop Detailed Indicators Evaluate Validity of Indicators 1 st version of Indicators Interviews with Experts Revision 2 nd version of Indicators 26

27 Components of Global Indicators Domain Policy Infrastructure Human resource development Educational content Standardization Possible indicators Indicators on Law, Budget, Drive System to implement strategies, Vision & Plan for ICT in education Indicators on Telecommunication infra, Internet infra, Broadcasting infra (TV, Radio), Power, Equipment, etc. Indicators on ICT in education Human Resource Capacity Indicators on the supply and demand of human resources for ICT in education; professional development such as teacher training, educational officer training Head teachers and other administrators trained in leadin g and managing ICT integration Indicators on content development, distribution, quality management Indicators on the content standardization and content reusability 27

28 Components of Global Indicators (cont.) Curriculum Education information service Administrati ve service Impact Indicators on Using ICT for teaching, learning and assessment No. of schools with independent computer courses Indicators on nline teacher training, Portal for teaching and learning a ctivities, Digital knowledge/resource bank for schools Indicators on E-government/E-administrative services for schools Indicators on Increased public confidence and competence in using ICT Pupil enthusiasm for learning is improved by using ICT Pupil communications skills are improved by using ICT Pupil problem-solving and higher order thinking skills are improved by using ICT Pupil creativity is improved by using ICT Learning outcomes are improved by using ICT Cost saving is achieved by using ICT ther benefits from using ICT 28

29 Developed Global Indicators in 2008 Domains Sub-domains Survey item Policy of ICT in education Education information infrastructure Educational content Curriculum Existence of related laws Vision and plan for ICT In education Budget for implementing policy Implementation systems for ICT in education Facilities and expanses School network Educational content development Utilization status ICT curriculum ICT application in education Education of cyber ethics 29 Existence of laws related to ICT in education Vision and plan for ICT in education Allocation of national budget for ICT in education Existence of organizations in charge of ICT in education Percentage of schools with computers Internet access Status of developing content Educational content utilization status Presence of prescribed curriculum Computer usage frequency in classrooms by teachers Presence of cyber ethics education in schools

30 Developed Global Indicators in 2008 Education information standardization Teaching and learning information service Education administration support service Education information standardization Teaching and learning supporting service Education Administration support service Status of the education information standardization Provision of a portal service for teaching and learning activities Provision of an educational administrative information service Human resources in education information Impact of ICT in education ICT teacher training Information utilization ability of teachers Information utilization ability of students Training courses for ICT experts Teaching and learning activities Social skill of information society Extending learning pportunities 30 Status of teacher training for ICT education Percentage of teachers who use ICT in education Percentage of students using computers during learning activities Existence of a training center for ICT specialists Improvement in the teaching-learning process Social relation formation with ICT Extending learning opportunities through ICT

31 Further Plan 31

32 Roadmap for Global Indicator Development Literary Review and Development of Indicators for ICT use in Education 1 Revision of EIRI through a Literary Review on Indicators for ICT use in Education Global Basic Indicator and National Expanded Indicator Development 2 Pilot Test of Indicator on ICT use in Education Survey and Analysis using final version of indicators for ICT use in Education 3 Full-scale Analysis of Indicator on ICT use in Education ~ ~ Literature review of ICT in Education - National development strategy of education using indicators for ICT in Education - Integration and development Issues of indicators for ICT use in education - National review of indicators for ICT use in Education - Pilot Test of indicators for ICT in Education 32 - Measurement and publication of indicators for ICT use in Education - Sustainable management of indicators for ICT use in Education

33 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 33

34 Activities Collaboration with participating countries - Application of the indicators and analyze ICT in education readiness - Expand ICT in Education support For participating countries Application Collaborative research & development projects on ICT in education indicators Research Host international expert meeting & workshop Publication of the research paper Sharing Indicators ICT in Education Network Network of experts Collaboration with International Development Agencies 34

35 Future Direction 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 Building international consensus Cooperation with Nations and International rganizations Necessity for sustainable management of Reasonable Management of Scope of ICT use in Education indicator for ICT use in Education Bridging digital divide of ICT use in Education Recognition of Impact of ICT use in Education Development of Global Indictor of ICT use in Education ICT in Education Indicator by ECD ECD s Education at a Glance 2007 Literature Review such as Education System & Policy and Education Learning utputs ICT in Education Indicator by UNESC UIS Computer & Internet Access ICT Usage of Teacher & Student in School Infrastructure of ICT use in Education Level of ICT Skills of Student EIRI by KERIS Policy, infrastructure, educational contents, standardization, curriculum, educational information service, HR development, and administration infrastructure 35

36 Vision Expand Learning pportunities & Increase the Quality of Learning through ICT in Education Application of ICT in Education Indicators World Bank KERIS Participating Developing Countries International Expert Group 36

37 Company LG Ki-Sang Song, Ph. D.