Fundamentals of educational planning – 77

Fundamentals of educational planning ndash 77

International Institute for Educational Planning wwwunescoorgiiep

Included in the series

2 The relation of educational plans to economic and social planning R Poignant4 Planning and the educational administrator CE Beeby5 The social context of educational planning CA Anderson6 The costing of educational plans J Vaizey JD Chesswas7 The problems of rural education VL Griffiths8 Educational planning the adviserrsquos role A Curle10 The analysis of educational costs and expenditure J Hallak11 The professional identity of the educational planner A Curle12 The conditions for success in educational planning GC Ruscoe13 Cost-benefit analysis in educational planning M Woodhall18 Planning educational assistance for the second development decade HM Philips20 Realistic educational planning KR McKinnon21 Planning education in relation to rural development GM Coverdale22 Alternatives and decisions in educational planning JD Montgomery23 Planning the school curriculum A Lewy24 Cost factors in planning educational technological systems DT Jamison25 The planner and lifelong education P Furter26 Education and employment a critical appraisal M Carnoy27 Planning teacher demand and supply P Williams28 Planning early childhood care and education in developing countries A Heron29 Communication media in education for low-income countries EG McAnany JK Mayo30 The planning of nonformal education DR Evans31 Education training and the traditional sector J Hallak F Caillods32 Higher education and employment the IIEP experience in five

less-developed countries G Psacharopoulos BC Sanyal33 Educational planning as a social process T Malan34 Higher education and social stratification an international comparative study T Huseacuten35 A conceptual framework for the development of lifelong education in the USSR A Vladislavlev36 Education in austerity options for planners K Lewin37 Educational planning in Asia R Roy-Singh38 Education projects elaboration financing and management A Magnen39 Increasing teacher effectiveness LW Anderson40 National and school-based curriculum development A Lewy42 Redefining basic education for Latin America lessons to be learned from the Colombian Escuela

Nueva E Schiefelbein43 The management of distance learning systems G Rumble44 Educational strategies for small island states D Atchoarena45 Judging educational research based on experiments and surveys RM Wolf46 Law and educational planning I Birch47 Utilizing education and human resource sector analyses F Kemmerer48 Cost analysis of educational inclusion of marginalized populations MC Tsang49 An efficiency-based management information system WW McMahon50 National examinations design procedures and reporting JP Keeves51 Education policy-planning process an applied framework WD Haddad

with the assistance of T Demsky52 Searching for relevance the development of work orientation in basic education W Hoppers53 Planning for innovation in education DE Inbar54 Functional analysis (management audits) of the organization of ministries of education

R Sack M Saiumldi55 Reducing repetition issues and strategies TO Eisemon56 Increasing girls and womenrsquos participation in basic education NP Stromquist57 Physical facilities for education what planners need to know J Beynon58 Planning learner-centred adult literacy programmes SE Malone RF Arnove59 Training teachers to work in schools considered difficult J-L Auduc60 Evaluating higher education JL Rontopoulou61 The shadow education system private tutoring and its implication for planners M Bray62 School-based management I Abu-Duhou63 Globalization and educational reform what planners need to know M Carnoy64 Decentralization of education why when what and how N McGinn T Welsh65 Early childhood education need and opportunity D Weikart66 Planning for education in the context of HIVAIDS MJ Kelly67 Legal aspects of educational planning and administration C Durand-Prinborgne68 Improving school effectiveness J Scheerens69 Reviewing quantitative research to inform policy processes SJ Hite70 National strategies for e-learning in post-secondary education and training T Bates71 Using assessment to improve the quality of education T Kellaghan V Greaney72 Demographic aspects of educational planning Ta Ngoc Chacircu73 Planning education in and after emergencies M Sinclair74 Educational privatization causes consequances and planning implications CR Belfield

HM Levin75 Planning human resources methods experiences and practices O Bertrand76 Multigrade classes improving access in rural Africa WJ Pelgrum N Law

Also published in French Other titles to appear


ICT in education aroundthe world trends problemsand prospects

WJ PelgrumN Law

Paris 2003UNESCO International Institute for Educational Planning


The Swedish International Development Co-operation Agency (Sida)has provided financial assistance for the publication of this booklet

Published in 2003 by the United NationsEducational Scientific and Cultural Organization7 place de Fontenoy F 75352 Paris 07 SPPrinted in Spain by Marco Graacutefico SLCover design by Pierre Finot

ISBN 92-803-1244-8copy UNESCO 2003


5

Fundamentals of educational planning

The booklets in this series are written primarily for two types ofclientele those engaged in educational planning and administration indeveloping as well as developed countries and others less specializedsuch as senior government officials and policy-makers who seek amore general understanding of educational planning and of how it isrelated to overall national development They are intended to be ofuse either for private study or in formal training programmes

Since this series was launched in 1967 practices and concepts ofeducational planning have undergone substantial change Many of theassumptions which underlay earlier attempts to rationalize the processof educational development have been criticized or abandoned Evenif rigid mandatory centralized planning has now clearly proven to beinappropriate this does not mean that all forms of planning have beendispensed with On the contrary the need for collecting data evaluatingthe efficiency of existing programmes undertaking a wide range ofstudies exploring the future and fostering broad debate on these basesto guide educational policy and decision-making has become evenmore acute than before One cannot make sensible policy choiceswithout assessing the present situation specifying the goals to bereached marshalling the means to attain them and monitoring whathas been accomplished Hence planning is also a way to organizelearning by mapping targeting acting and correcting

The scope of educational planning has been broadened In additionto the formal system of education it is now applied to all otherimportant educational efforts in non-formal settings Attention to thegrowth and expansion of education systems is being complementedand sometimes even replaced by a growing concern for the quality ofthe entire educational process and for the control of its results Finallyplanners and administrators have become more and more aware ofthe importance of implementation strategies and of the role of differentregulatory mechanisms in this respect the choice of financing methodsthe examination and certification procedures or various other regulation


6


and incentive structures The concern of planners is twofold to reacha better understanding of the validity of education in its own empiricallyobserved specific dimensions and to help in defining appropriatestrategies for change

The purpose of these booklets includes monitoring the evolutionand change in educational policies and their effect upon educationalplanning requirements highlighting current issues of educationalplanning and analyzing them in the context of their historical andsocietal setting and disseminating methodologies of planning whichcan be applied in the context of both the developed and the developingcountries

For policy-making and planning vicarious experience is a potentsource of learning the problems others face the objectives they seekthe routes they try the results they arrive at and the unintended resultsthey produce are worth analysis

In order to help the Institute identify the real up-to-date issues ineducational planning and policy-making in different parts of the worldan Editorial Board has been appointed composed of two general editorsand associate editors from different regions all professionals of highrepute in their own field At the first meeting of this new EditorialBoard in January 1990 its members identified key topics to be coveredin the coming issues under the following headings

1 Education and development2 Equity considerations3 Quality of education4 Structure administration and management of education5 Curriculum6 Cost and financing of education7 Planning techniques and approaches8 Information systems monitoring and evaluation

Each heading is covered by one or two associate editors

The series has been carefully planned but no attempt has beenmade to avoid differences or even contradictions in the views expressedby the authors The Institute itself does not wish to impose any official


7


doctrine Thus while the views are the responsibility of the authorsand may not always be shared by UNESCO or the IIEP they warrantattention in the international forum of ideas Indeed one of the purposesof this series is to reflect a diversity of experience and opinions bygiving different authors from a wide range of backgrounds anddisciplines the opportunity of expressing their views on changingtheories and practices in educational planning

Since the early 1980s societies have become increasinglyconcerned with the rapid progress of technology and the prospects itholds for the future in facilitating all aspects of life work leisure andeducation

The integration of computers and technology into schools is anexpensive and sometimes complex process It requires all the necessaryequipment competent staff to get it up and running technical supportand teaching of others to use it correctly and effectively However itsadvantages are evident and the benefits that it can bring to schoolsand their pupils are significant enough to make the introduction oftechnology into the classroom one of the priorities of educationalplanners in both developed and developing countries although thechallenges and obstacles that may need to be overcome in both ofthese settings can be quite different

As the title suggests this booklet tackles the main problems andquestions that arise when considering or implementing ICT integrationThe authors have striven to find solutions and have made suggestionsto planners and administrators in the process of introducing technologyinto schools or considering its introduction They have also discussedsome possible goals for ICT in schools some of the achievements todate as well as some of the possible negative side effects for studentlearning They have cited from previous research studies in order topresent teachersrsquo observations and school administratorsrsquo and teachersrsquoexpectations for the future

The booklet clearly demonstrates for planners the potential ofICT in schools and the role it can play in supporting curriculum changeHowever the authors have also warned of the danger of paying toomuch attention to ICT infrastructure and sometimes forgetting the


8


fundamental pedagogical mission of schools This mission can beoverlooked amidst the enthusiasm and the importance given to installingcomputers in the classrooms Despite all of the positive effects ofintegrating ICT into schools it is crucial to bear in mind that ICT isnot to be emphasized as a goal towards which schools are to strivebut rather considered as a tool that can help them to improve andmaximize their own performance and consequently that of theirstudents

Gudmund HernesDirector IIEP


9

Composition of the Editorial Board

Chairman Gudmund HernesDirector IIEP

General Editors Franccediloise CaillodsDeputy Director IIEP

T Neville Postlethwaite(Professor Emeritus)University of HamburgGermany

Associate Editors Franccedilois OrivelIREDU University of BourgogneFrance

Eric HanushekStanford UniversityUSA

Claudio de Moura CastroFaculdade PitaacutegorasBrazil

Kenneth N RossIIEP

Richard SackInternational ConsultantFrance



11

Preface

All systems of education are faced with the introductiondevelopment and maintenance of information and communicationtechnologies (ICT) in schools The technologies themselves are beingdeveloped at an ever-increasing rate It was at the beginning of the1980s that many education systems began to introduce computersinto schools with others following suit somewhat later

What is it that educational planners need to know about theintroduction of computers for the first time into schools and what is itthat planners need to know for systems that already have computersin the schools but need to develop the relevant technology and teachingSome of the questions taken up in the booklet have been presentedbelow to give a flavour of the content

For pupils and schools and the system

bull To what extent can and should curriculum reform take rapidtechnological changes into account

bull What contributions can ICT make to the changing roles of pupilsand teachers in schools

bull How much of the traditional curriculum needs to be dropped tomake space for new content and processes

bull What kinds of equipment and what amounts are neededbull What are the features of the ICT infrastructure that are crucial

for smooth and safe e-trafficbull What guidelines are needed to help e-travellers to find their way

around the Internet and who can maintain the system

For teachers

bull Which new kinds of skills do teachers need for dealing withICT


12

Preface

bull Which conditions must be in place if staff development in ICT isto be successful for making an impact on practice

bull Which models of staff development have been adopted sincethe mid-1990s

bull Which school conditions are important if ICT is to succeed

For national policies

bull What kinds of policy goals need to be pursuedbull Which implementation strategies have been used and which

appear to be effectivebull What are the main issues and challenges that need to be considered

when formulating national policies for ICT

These are the kinds of issues that all countries face ndash whetherthey are countries just beginning to introduce ICT into schools or arein the second stage of development having had ICT for 10 or moreyears and are considering further development In both cases the useof ICT in education is still evolving and there are no hard and fastguidelines available Nevertheless it is important that educationalplanners dispose of a state-of-the-art account of what is known evenin an evolving field All planners are confronted with the task

The IIEP was fortunate to have Hans Pelgrum from theNetherlands and Nancy Law from Hong Kong undertake the difficultand challenging task of summarizing what is known Both participatedover a number of years in the IEA lsquoComputers in educationrsquo andSITES research programmes and Nancy Law has had experience inmeeting with the implementers of such programmes in many countriesWe thank them for their efforts

T Neville PostlethwaiteCo-General Editor

o Refugee Camp Grabo Cocircte drsquoIvoire

ldquoI am 17 years of age From 1991-4 I fought for the rebels inLiberia I experienced plenty wicked things Carrying heavy


13

Contents

Preface 11

List of abbreviations 15

List of tables 17

List of figures 18

I ICT in education some major concepts and a shorthistorical overview 19Introduction 19Curriculum 23ICT infrastructure 25Staff development and support 26Organizational change and leadership 27National educational policies and ICT implementationstrategies 28Looking into the future 29

II Curriculum 31Introduction 31What policy documents say about an emergingeducational paradigm 31New pedagogy in educational practice 33How ICT is supporting curriculum change 44Implications for educational planners 44

III Infrastructure 45Introduction 45Quantity and quality of hardware 46Educational content 54Implications for educational planners 55

IV Staff development 57Introduction 57What staff development do schools need 58Obstacles associated with staff development 63


Contents

14

Forms of staff development provisions 67Models of staff development in the information society 69Resourcing for staff development 71

V Organizational change and leadership 73The challenge of integrating ICT for educationalinstitutions 73Organizational change and leadership for ICT integration 74Changing teaching and school culture ndash schools as learningorganizations 77Technology co-ordination and support as strategicelements in change leadership 79Partnership and leadership 84

VI National educational policy and implementation strategiesin ICT 87Varieties of policy goals 87Implementation strategies 94The development of on-line software platforms forauthoring indigenous materials 98ICT policies and national development issues andchallenges 102

VII Looking into the future 105Introduction 105For systems that have attained some level of successin ICT implementation in education 107For systems that are at the beginning stage of ICTimplementation in education 116Conclusion 122

References 123


15

List of abbreviations

ACEC APEC Cyber Education Cooperation

ACEID Asia-Pacific Centre of Educational Innovation forDevelopment

ACER Australian Council for Educational Research

APEC Asia-Pacific Economic Cooperation

ASCD Association for Supervision and CurriculumDevelopment

BBC British Broadcasting Corporation

CERC Comparative Education Research Centre

CERI Centre drsquoeacutetudes et de recherches internationales

CRIDALA Conference on Research in Distance and AdultLearning in Asia

ERT European Round Table of Industrialists

ICT Information and communication technologies

IEA International Association for the Evaluation ofEducational Achievemen

IEARN International Education and Resource Network

ISTE International Society for Technology in Education

IT Information technology

ITP Information technology productivity

NCATE National Council for the Accreditation of TeacherEducation

OECD Organisation for Economic Co-operation andDevelopment

OERI Office of Educational Research and Improvement



16

PCAST Presidentrsquos Committee of Advisors on Science andTechnology

SITES Second Information Technology in Education Study

TIMSS Third International Mathematics and Science Study


17

List of tables

Table 21 Percentages of school principals (in lower-secondaryschools) answering affirmatively to questions aboutpolicy presence and ICT facilitation with regard toindependent learning by students

Table 31 Indicators of studentcomputer ratios percentages ofmultimedia equipment and percentages of schools withaccess to the Internet

Table 32 List of obstacles sorted by average percentage ofrespondents across countries

Table 33 Percentages of students in the TIMSS Population 2 uppergrade (mostly Grade 8) who had access to homecomputers in 1995 and 1999 and the change (DIFF)between those years


18

List of figures

Figure 11 A systems model of leadership and change for ICTimplementation in education

Figure 21 Indicators of Dutch teachersrsquo perceptions (in threeconsecutive years) of the relevance of teacher-controlledand student-directed education now and in the future

Figure 22 Plot of mean values per country for TIMSS-95mathematics scores and an index to indicate the level ofadoption of student-centred approaches in learning andteaching in those countries

Figure 31 Comparison of studentcomputer ratios in 1995 and 1998for lower-secondary education (includes all schoolscomputer-using as well as non computer-using)

Figure 32 Scatterplot of countriesrsquo percentages of respondentschecking the obstacle lsquoinsufficient number of computersrsquoand the studentcomputer ratio per country

Figure 41 Percentage (averaged across a list of 12 types ofcourses) of internal and external courses

Figure 51 lsquoNewrsquo replaces lsquooldrsquo


19

I ICT in education some major concepts and ashort historical overview

This opening chapter presents some of the main concepts and issuesthat need to be considered when looking at the introduction ofinformation and communication technologies (ICT) into educationsystems It is illustrated with information that was collected ininternational comparative studies conducted by the InternationalAssociation for the Evaluation of Educational Achievement (IEA)and supplemented with findings from other research

Introduction

The issue of lsquocomputers in educationrsquo started to become popularin educational policy-making in the early 1980s when relatively cheapmicrocomputers became available for the consumer market Stimulatedby governmental policies and quite often led by the fear of losing thetechnology race many countries started to build their own brand ofmicrocomputers (BBC Acorn Tomson) and distributed these toschools Later near the end of the 1980s the term lsquocomputersrsquo wasreplaced by lsquoITrsquo (information technology) signifying a shift of focusfrom computing technology to the capacity to store and retrieveinformation This was followed by the introduction of the term lsquoICTrsquo(information and communication technologies) around 1992 when e-mail started to become available to the general public

With regard to the early introduction of microcomputers ineducation there were high expectations that it would make educationmore effective and motivating However when many surveys hadshown that computers were used mainly as a supplement to the existingcurriculum and much less as tools that were fully integrated in thelearning of traditional subject matter the general feeling among manypolicy-makers was one of great disappointment Between 1992 andabout 1995 the investments in hardware staff development and


ICT in education around the world trends problems and prospects

20

research programmes on ICT decreased However when the WorldWide Web became available the political interest in ICT was quicklyboosted for a second time This interest was accompanied by acommonly accepted rhetoric that education systems would need toprepare citizens for lifelong learning in an information society Thisrhetoric can be characterized as follows

1 As a result of ICT many societies will change into informationsocieties1

2 Citizens in these information societies will need new competencesthat have not yet been (or that have been though insufficiently)targeted and attained in the traditional education systems and

3 Educational innovations aimed at attaining these new skills (withthe help of ICT) and at finding a new balance between old andnew educational targets are needed

According to the above education needs to become more focusedon creating opportunities for students to acquire new skills (related toautonomous learning communication skills authentic problem solvingcollaborating in teams via various synchronous and asynchronouscommunication technology etc) Furthermore it has to take place ina school system that emphasizes student self-direction and responsibilityin the learning process

Since the end of the twentieth century many governments havebeen undertaking initiatives to innovate education A commonunderlying rationale has been the following

1 In the knowledge society the half-life of knowledge will becomeprogressively shorter

2 Due to the growing specialization of knowledge it will beincreasingly necessary to work in teams

3 Citizens need to be prepared for lifelong learning and be introducedto the basics of team- and project-work as part of basic education

1 The term lsquoinformation societyrsquo is often associated with other terms such aslsquoknowledge economyrsquo lsquolearning societyrsquo etc Although these terms havedifferent connotations eg lsquoknowledgersquo as a trade product or lsquocontinuouslearningrsquo as a basic prerequisite for leading a private and professional life inthis booklet for the sake of simplicity these terms will be used as synonyms


21

ICT in education some major conceptsand a short historical overview

4 Educational innovations in basic education are necessary if thesenew demands are to be met and such innovations should have astrong pedagogical focus on student-centred and increasinglystudent-directed didactical approaches facilitated by ICT wherebyteachers should play more of a coaching role

This implies that unlike the situation in the 1980s when technologywas mainly introduced in education as a new school subject by whichstudents could learn about technology ICT should more appropriatelybe conceptualized as a facilitator for major education reformsinvolving changes at the system level (national or regional as thecase may be) the school level as well as the classroom level Thenature of change that the introduction of ICT into the school curriculumbrings about may be conceptualized from the perspective of aneducation system as illustrated in Figure 11

For each of the key aspects in leading change associated withICT in education as presented in Figure 11 a number of importantquestions relevant for educational planning will be briefly discussed inthe sections below It should be noted that while efforts have beenmade to draw on research conducted in low- and middle-incomecountries much of the evidence from international research anddocument analysis that is presented throughout this booklet drawsheavily upon sources mainly from high-income countries Since the1990s these countries have invested substantial funds to finance theintroduction and expanding use of ICT in schools on the basis ofexpectations regarding the added value of ICT for education Forlow- and middle-income countries the experiences of these forerunnersmay be of crucial importance to explore the realized benefits ofintegrating ICT in education the potential scenarios that may beconsidered as well as the pitfalls that are likely to be encounteredduring implementation



22

Figure 11 A systems model of leadership and changefor ICT implementation in education

Policies onnetworked IT-rich environment for

educationprofessional development research and resource developmentchange in curriculum and

assessment implementation plan monitoring and review mechanisms

PO

LIC

IES and ST

RA

TG

IES

SUPPORT from

government parent associations schools

universities private sector voluntary agencies

professional or anizations

publicly funded or anizations

community centres and public libraries

Educationsystem level

Family and personal factors

social economic background

personal characteristics

LEARNINGOUTCOMES

Execution structure

Monitoring andevaluation

School governance

School policy

School management Monitoring andevaluation

Monitoring and evaluation

Curriculum and assessment factors

curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods

Schoolimplementation

factors

physical and technologicalinfrastructure

teaching and learning resources

teachersrsquo vision and expertise

Individual level School level

via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum

The term lsquocurriculumrsquo in this booklet denotes the contents andprocesses of learning in schools (the intended and implementedcurriculum) as well as the outcomes of learning (the attainedcurriculum) In some education systems curriculum content is centrallyprescribed in great detail while in other more decentralized systemsonly global guidelines are given relegating the more concrete detailsto local levels of decision-making

Three distinctive roles are generally differentiated for ICT in thecurriculum lsquoLearning about ICTrsquo which refers to ICT as a subject oflearning in the school curriculum such as computer (or ICT) literacycomputer science and information literacy lsquoLearning with ICTrsquo whichrefers to the use of ICT including multimedia the Internet or theWeb as a medium to enhance instruction or as a replacement forother media without changing the beliefs about the approaches toand the methods of teaching and learning and lsquoLearning throughICTrsquo which refers to the integration of ICT as an essential tool into acoursecurriculum such that the teaching and learning of that coursecurriculum is no longer possible without it

Policy orientations and implementation strategies for ICTintegration into the curriculum will be greatly affected by the extent towhich the curriculum emphasizes or implies particular pedagogicalapproaches such as guidelines for allocating time to autonomouslearning working in projects etc For instance when curricula aretraditional in content and processes (with primary emphasis onreproductive skills and whole-class teaching where all students workin the same sequence and at the same pace) ICT use will probably berestricted to very structured activities under the direction of teachers(as whole-class instructional support or remediation activities byindividual students) without much room for exploration by studentsWhen curricula contain prescriptions of content and processes withregard to ICT ndash such as compulsory ICT courses in the schoolcurriculum ndash or when examination guidelines specify explicitly the useof ICT some uses of ICT by teachers andor students may bestimulated or inhibited On the other hand more student-directed



24

learning methods would require different forms of ICT use to supportnewer forms of pedagogy and would require teachers to be proficientnot only in ICT but also in new pedagogical approaches The extentto which ICT is intended for use in the core curriculum or in extra-curricular activities will impact on policy decisions regarding adaptationsthat may be required in the formal curriculum

Probably one of the most pressing concerns for educationalplanning is to assess the impact that ICT has had on studentsrsquo learningoutcomes (including but not limited to knowledge of ICT and ofsubject content) by the time they leave school This question isextremely difficult to tackle and answer While methodologies formeasuring outcomes as specified in a traditional curriculum arereasonably well understood and accepted new pedagogical approachesas implied by the lifelong learning rhetoric require new methodologiesthat have to be developed almost from scratch when their applicationsin basic education are considered The traditional methodologycapitalizes heavily on standardized measures whereas new pedagogiesrequire assessment methods that are context-sensitive such thatstudentsrsquo abilities to solve authentic problems can be evaluated Themajor questions related to student outcomes are

1 Which student outcomes are the most important for life in thetwenty-first century

2 What would count as evidence of the impact of ICT use onstudent achievement

When planning ICT-related curriculum revisions or reform thefollowing questions need to be considered

bull To what extent can and should curriculum reforms take intoaccount the rapid technological changes in ICT

bull What contributions can ICT make in relation to the changingroles of students and teachers in educational settings

bull To what extent is the rhetoric of lifelong learning (and its associatededucational implications) adopted by educational practitioners



25


These questions and related issues will be discussed inChapter 2

ICT infrastructure

ICT infrastructure as discussed in this booklet refers tohardware software and network connectivity In discussing ICTinfrastructure the assumption has been made that ICT is used notonly to support lsquolearning about ICTrsquo but also to support lsquolearningwith ICTrsquo and lsquolearning through ICTrsquo as described in the previoussection

Collis (1997) distinguished several important dimensions in theclassification of ICT infrastructure in education

(a) the stand-alone versus distributed dimension if software is onlylocally available (most typically on a local CD-ROM) or accessiblefrom remote locations (generally this will be via web-basedsystems intranet or Internet)

(b) the producer versus consumer dimension if the digital materialsare being made by the children and teachers themselves or ifthey are made by others and accessed by the children and theirteachers and

(c) the structured versus learner-controlled dimension the degree towhich a pre-determined learning route is designed into materials(tutorials and some simulations) versus their being used asexploratory environments or as hyperlinked encyclopedias ofresource materials

Several questions may arise when the planning of educationalresources in education is concerned such as

bull What kind of equipment is needed and how muchbull What are the features of the ICT infrastructure which are crucial


around the Internet and who will maintain this system Notethat the analogy of lsquotraffic signpostsrsquo is quite applicable in thiscontext



26

The answers to these questions depend among other factors onthe content of the other components in Figure 11 For example ifthere is a strong emphasis on ICT-supported student-centred learningin the curriculum this will have important implications for the requiredquantity functionality and location of the equipment that a schoolshould potentially possess in addition to the access students have toICT in their homes The willingness and readiness of teachers tointegrate ICT will also be a crucial factor

In Chapter 3 these and other questions will be reviewed on thebasis of international assessments of the educational ICT-infrastructuredevelopments that took place during the 1990s and early 2000s in anumber of countries around the globe

Staff development and support

Teachers play a crucial role in the adoption and implementationof ICT in education since they are the key to making learning happenEarlier studies (eg Pelgrum 2001) have reported teachersrsquo lack ofICT knowledge and skills to be a major obstacle to implementationand consequently pointed to the need for further training for teachersIt is important to recognize that the introduction of computers intoschools is much more complicated than the introduction of neweducational technologies It is a complex innovation which posesconsiderable challenges to teachers in their daily work Educationreforms as implied by the rhetoric that was described at the beginningof this chapter require teachers to adopt new roles as moreresponsibilities for learning are given directly to the students Thischange requires that teachers be proficient in advising and guidingstudents through more autonomous self-directed learning processeswhile at the same time monitoring the curriculum standards achievedby students Preparing teachers to take on these new roles is a majorchallenge for staff development which includes both initial teachereducation and continuing professional development They must begiven opportunities to regularly update their ICT knowledge and skillsas well as to exchange their views on changing curricula andpedagogical practices with the integration of technology into education


27


While teachers are often the focus of staff developmentprovisions they are not the only stakeholders that require staffdevelopment to cope with the introduction of ICT into schools Firstof all the presence of large quantities and varieties of ICT equipmentin schools has created the need for dedicated technology co-ordinatorsand technical support staff The availability of support both technicaland pedagogical is vital for the successful implementation of ICT

Another important aspect of staff development that must not beoverlooked is that of the development of ICT-related educationalleadership especially in the context of professional development forschool principals as they play a crucial role in organizational changeand leadership Specifically principals make decisions related to thedeployment of resources (including infrastructure and staffing) andstaff appraisal within the school Some countries give professionaldevelopment for principals top priority in their national ICTimplementation strategy

The main staff development and support issues to be addressedin the context of educational planning are

1 Which are the new teacher capabilities implied by the currentICT-related reform rhetoric

2 What are the main ICT implementation obstacles related to staffdevelopment

3 Which conditions need to be fulfilled if staff development is tohave an impact on practice

4 What models of staff development have been adopted in recentyears

Organizational change and leadership

As is true of any change that would have significant impacts oneducational practice the change has to be aligned with other institutionalpriorities if it is to be successful However case studies of ICTimplementation in schools in a number of countries have indicatedthat the vision and goal of the implementation can be very differenteven for schools that have been actively engaged in innovating their



28

traditional educational practices (Law et al 2000 Lankshear Snyderand Green 2000 Mooij and Smeets 2001) It might be expected thatchanges which do not involve challenges to the existing educationalpriorities or beliefs of the school would be relatively easily implementedHowever the case studies reported by Law et al (2000) andLankshear et al (2000) indicate that where the implementation ofchange involving the integration of ICT in the school was not relatedto the wider socio-economic context such implementations may notbe successful In fact to bring about the kind of curriculum changeoutlined in the rhetoric requires drastic changes in teaching practiceschool culture and organizational management Schools need to becomelsquolearning organizationsrsquo ie institutions that anticipate new challengesand change and orientate themselves towards continual renewal andimprovement Therefore the following main questions will guide thetreatment of this topic in Chapter 5

1 Which main organizational challenges can be anticipated if schoolsare to become effective nurturing grounds for lifelong learning

2 What are the key characteristics that schools need to adopt inorder to become learning organizations

3 What are the specific leadership issues to consider if ICT is to besuccessfully implemented in the curriculum to support and sustaincurriculum innovation

National educational policies and ICT implementationstrategies

As illustrated above there are many issues that requireconsideration when describing how the role of ICT in education iscurrently conceived In recent years many governments throughoutthe world have adopted plans that have to varying degrees addressedthe issues described above These plans which are reviewed in Chapter6 are largely similar in their intentions regarding the major directionof change and are essentially plans for reforming education from asystem which is mainly teacher-directed to one that encourages morestudent-centred learning However the nature and scope of thestrategies for initiating guiding and implementing these policy plansdiffer between countries partly as a consequence of varying socio-


29


economic circumstances The following issues are also addressed inChapter 6

1 What kinds of policy goals have been pursued2 What are the implementation strategies that have been used in

various countries at the national level to promote the use of ICTin the curriculum

3 What are the issues and challenges that policy decision-makersneed to consider when formulating their national ICT-in-educationpolicies and strategies

Looking into the future

This monograph concludes with a chapter that attempts to makesome projections into the future about the kind of goals andimplementation strategies that are likely to be useful for the short tomedium term (up to 2015) in two broad contexts systems that havealready attained some level of success in ICT implementation ineducation and systems that are at the very beginning stage of ICTimplementation



31

II Curriculum

In this chapter curriculum issues that are important to consider inrelation to ICT in education will be described together with aconceptual review of the indicators that can be used to judge theextent of the adoption of learner-centred pedagogical approachesFinally possible implications for educational planners will be discussed

Introduction

The aims of this chapter are firstly to describe the meaning ofwhat is often referred to as lsquothe new educational paradigmrsquo (Pelgrumand Anderson 2001) and secondly to offer on the basis of empiricaldata from an international comparative assessment an evaluation ofthe extent to which educational practitioners are ready to adopt thisnew paradigm This will be followed by a discussion on how thecurrent relatively fuzzy definitions of the new educational paradigmcan be further clarified

What policy documents say about an emergingeducational paradigm

In most educational institutions the organization of the learningprocess can be characterized as being predominantly lsquoteachercontrolledrsquo usually the teachers (or lecturers) fully regulate the learningprocess If education is to provide an adequate preparation for thefuture (the information society) schools must empower learners tobecome more active and more responsible for arranging their ownlearning process Learning has to become more student-directed aslearning needs to continue not only beyond compulsory schoolingbut more importantly as a lifelong enterprise Only through student-directed modes of learning can learners acquire lsquoproductiversquo skillsproblem-solving skills independent learning skills andor skills forlifelong learning Learning has to be organized in such a way that



32

learners can learn how to become (more or less) architects of their ownlearning processes with the help of professional coaches (teachers andothers) Voogt and Odenthal (1998) among others listed on the basis ofan extensive literature review the following potential features of theeducation of the future (as compared to traditional education)

Goals and contents

1 Information investigation communication and social skills aswell as meta-cognitive skills will be emphasized to a greaterextent

2 School subjects and parts of school subjects will be combinedwith each other so that their boundaries will dissolve

3 The learning content will be adjusted to become more relevant toreal life contexts

4 Studentsrsquo performance will be assessed with a greater diversityof methods (open test methods portfolios diagnostic andsummative tests)

Roles of teachers

1 Teachers will use more instructional methods that are aimed atstimulating active learning (group and individual assignmentspractical work)

2 Teachers will focus their actions more on the individual interestsand needs of students

3 Teachers will provide guidance to students when they co-operatein projects

4 Teachers will share responsibility with students for decision-making in the learning process

Roles of students

1 Students will be more active2 Students will be more independent (planning their own learning

path)3 Students will be more responsible for their own learning (planning

and monitoring their own progress)4 Students will work more in teams


33

Curriculum

Materials and infrastructure

1 ICT applications will be more user-oriented2 A study planner will be used promoting independent learning3 Physical environments will be made suitable for learning either

individually or in small groups4 Learning will be flexible in terms of time5 Learning will be flexible in terms of location6 Multidisciplinary teams of teachers will work together

According to this review the learning process will become one ofactive knowledge construction rather than passive acquisition morestrongly social than individual in nature and less focused on specificcontent and contexts as these are prone to change with time Therewill be more emphasis on independent and self-directed modes oflearning in which good self-regulation is important

The terms lsquoteacher-controlledrsquo and lsquostudent-directedrsquo are used tohighlight the actor who is most active and responsible for makingdecisions and arrangements pertaining to the learning process Thesetwo terms do not represent two absolutely distinct states of learningorganization but rather the opposite extremes along a continuumBoth teacher-controlled approaches and student-directed approacheshave many different manifestations and in an information society anew balance between the two is needed

New pedagogy in educational practice

In view of the many initiatives that were undertaken by nationalgovernments one may expect that some would (ultimately) result invisible changes in educational practice In order to determine thedevelopmental trends in educational practice one needs to monitornationally representative samples of schools teachers and studentsFor this purpose the data collected in 19981999 in an internationalcomparative study by IEA2 regarding indicators of lsquopedagogicalpractices and ICTrsquo from national samples of schools (at the primary

2 The International Association for the Evaluation of Educational Achievement(wwwieanl)



34

lower secondary and upper-secondary level) in 26 countries may beof particular interest During the 1990s and early 2000s there havebeen no other international agencies that have conducted quantitativeassessments on ICT and pedagogical approaches in educationTherefore hardly any trend data on pedagogical practices related toICT are available Hence the baseline data collected between the endof 1998 and the beginning of 1999 are the earliest international dataavailable One potential source for gaining an impression ofdevelopmental trends albeit at a national level is the Dutch ICTmonitoring programme (Pelgrum and ten Brummelhuis 2001) In thismonitor study data on ICT indicators (in many different areas suchas infrastructure pedagogical approaches and staff development) werecollected each year (since 1998) from national representative samplesof school principals ICT co-ordinators teachers and students Resultsfrom the qualitative studies conducted by IEA and OECD on ICT-related innovations in education (Kozma et al 2003 Venezky andDavis 2002) will also be considered below to provide further insighton this issue

The data from IEA and the Dutch ICT monitor will be used toaddress the following questions3

1 To what extent are educational practitioners aware of and willingto adopt (elements of) a new educational paradigm

2 To what extent is ICT facilitating the implementation of (elementsof) a new pedagogical paradigm

3 What are the obstacles to realizing the ICT-related objectives ofschools

4 What expectations exist for the (near) future

Awareness and adoption

From the data collected in SITES4 as well as in the Dutch ICTmonitor there were clear indications that the policy discussions had

3 For brevityrsquos sake the focus in this section will be on lower-secondary education4 SITES stands for Second Information Technology in Education Study a worldwide

assessment of the use of ICT for learning (Pelgrum and Anderson 1999) Thestudy consists of three modules Module1 (M1) ndash surveys of schools Module 2(M2) ndash case studies of ICT-supported innovative pedagogical practices Module3 (M3) ndash surveys of schools teachers and students


35

Curriculum

also affected educational practitioners In the SITES study schoolprincipals were asked to write down their most satisfying experiencewith ICT in terms of ndash amongst other factors ndash content studentactivities and what teachers and students gained from such activitiesFrom the analysis of these data (Voogt 1999) it appeared that

ldquoQuite a number of school principals across countries reportedon the contribution that ICT made to new curriculum approaches(such as cross-curricular5) different roles for teachers andproductive learning activities for studentsrdquo (p 215)

Another observation stems from the Dutch ICT monitor whichincluded questions addressed to school administrators and teachersabout their expectations for the future with regard to the characteristicsof teaching and learning Two indicators were constructed on the basisof the respondentsrsquo judgements of the current and future relevance ofcertain practices listed under the two headings below

Teacher-controlled teaching and learning

bull Testing the whole class at the same timebull All students start with new content at the same timebull Students are given fixed seating arrangementsbull Whole-class teachingbull All students work at the same time and study the same materialbull The teacher is the most important source of information

Student-controlled teaching and learning

bull Students frequently apply self-monitoringbull Students work at their own pacebull Students work in groups or individuallybull There are enough work places for group workbull There are separate work places for group workbull lsquoAt-riskrsquo students are provided with individualized instructionsbull Instructional materials are available for student consultation within

the classrooms

5 That is approaches that are multidisciplinary and address content from severalschool subjects at the same time



36

From the results (see Figure 21 for illustration) it is apparentthat Dutch teachers (at secondary level) not only perceived teacher-controlled education as the main characteristic of the current educationalsettings but that they also expected student-directed education to bemuch more important in the future The same comments were madeby Dutch school principals on the same two sets of items

From the above statements one may tentatively conclude thatthere appeared to be an awareness and even a willingness amongDutch educational practitioners to accept the importance of student-directed learning However it should be noted that as yet theseindicators do not seem to change quickly over time

Figure 21 Indicators of Dutch teachersrsquo perceptions(in three consecutive years) of the relevanceof teacher-controlled and student-directededucation now and in the future

importance of teacher-controlled educationhigh

importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum

importance of student-controlled educationhighimportance

someimportance

noimportance

1998 1999 2000

currently future

Source Pelgrum and ten Brummelhuis 2001

A next question is to what extent have student-controlled learningpractices already been adopted in schools The data from SITESmay shed some light on this question School principals from lower-secondary schools in 24 countries were asked about objectivespresence and ICT facilitation of a number of pedagogical activitiesthat are potentially indicative of student-directed learning Here forthe purpose of our presentation the focus will be on the extent towhich schools have adopted pedagogical practices that reflectindependent learning by students



38

Table 21 Percentages of school principals (in lower-secondary schools) answering affirmatively toquestions about policy presence and ICTfacilitation with regard to independent learning bystudents

Policy to encourage

Wi dely implemented

Realized a lot with ICT

Country

Belgium-French 62 28 7 Bulgaria 71 45 21 Canada 70 46 28 China Hong Kong 85 4 13 Chinese Taipei 80 22 30 Cyprus 67 27 40 Czech Republic 65 15 24 Denmark 68 44 16 Finland 92 27 15 France 78 20 13 Hungary 82 65 39 Iceland 82 8 5 Israel 92 20 34 Italy 72 24 10 Japan 67 5 12 Lithuania 89 24 16 Luxembourg 62 16 12 New Zealand 75 39 12 Norway 87 64 16 Russian Federation 33 31 13 Singapore 89 15 25 Slovenia 90 46 15 South Africa 66 38 16 Thailand 62 37 24

Country did not satisfy all guidelines for samplingSource Adapted from Pelgrum and Anderson 2001

Table 21 contains the percentages of school principals (at thelower-secondary level) per country who answered that it was theirschoolrsquos policy to encourage independent learning by students Alsoincluded is the percentage of school principals who indicated thatindependent learning was already an important learning method in


39

Curriculum

their school One may observe in this table that in many schoolsindependent learning by students was claimed to be a policy goal ofthe schools At the same time in quite a number of countries asubstantial number of schools indicated that this policy was perceivedas being widely implemented The last column indicates to what extentschool principals attributed an important role to ICT for the realizationof this type of learning activity Although these figures are a littledifficult to interpret (ICT can contribute greatly to the realization ofstudent independent learning even in cases where this is not widelyimplemented) it is noteworthy that there were some countries wherethese percentages were quite substantial which may be taken as anindication that school practitioners were becoming aware of the potentialadded value of ICT

From the above one can tentatively conclude that the notion ofstudent-directed pedagogy was starting to be adopted in educationalpractice and implemented in a substantial number of countries at theend of the previous millennium While such implementation was notyet realized on a large scale the change was substantial enough tobe taken as an indication of reforms that may take place in the firstdecennia of the new millennium

Implications for the intended implemented and attainedcurriculum

An important question for educational planners relates to theimplications that the pedagogical changes described above may havefor the curriculum One may argue that a change of curriculum goalstowards putting more emphasis on acquiring competences forautonomous learning may have consequences for timetabling inschools Realizing new competences takes time and therefore it seemsreasonable to expect that less time will be available for the traditionalcurriculum This may have consequences for the traditional curriculumstandards and examination programmes etc There are severalindications from recent studies that time re-allocations will be neededA first example comes from Singapore where it was determined ldquothatto facilitate the development of such a learner-centred environment(supported by the availability of technology and digital resources) a10 to 30 per cent reduction of curriculum content was institutedtowards the end of 1998rdquo (Teng and Yeo 1999)



40

Indicators of the pedagogical impact of ICT may also be inferredfrom observations that were recorded in the qualitative case studiescomponent of SITES in which cases were explicitly selected (bynational panels) because they reflected an orientation towardspedagogical reform These observations confirm the enthusiasm ofteachers and principals about the characteristics of these innovationsas can be inferred from statements that were made in many casereports

Improved student outcomes with regard to

bull motivation enjoyment in learningbull self-esteembull ICT skillsbull collaborative skillsbull subject-matter knowledgebull information handling skillsbull metacognitive skills

Improved teacher outcomes with regard to

bull self-confidenceself-esteem through peer recognitionbull ICT skillsbull pedagogical skills andor other professional competencesbull collaboration with colleagues

Less common but still interesting to mention were the followingobservations

bull less discipline and management problems were experiencedbull the relationships between students and teachers had improvedbull teachers were learning a lot from studentsbull teachers improved their presentation skills

Quite often it was (in the absence of objective evidence) believedthat studentsrsquo learning was boosted

In the majority of cases from SITES Module-2 it appeared thatthe change in curriculum content was minimal Instead schools were


41

Curriculum

trying to offer the same content in different ways by allowing orstimulating students to work more on their own and in co-operationwith peers and with the support of ICT Sometimes content changein the official school curriculum was not needed because the activitieswere organized as an extra-curricular option There were someindications that new activities resulted in better student achievementin the traditionally valued skills such as reading and writing Howeverresearchers who conducted the case studies noted that hardly anyobjective data existed to support these claims Some teachers reportedthat the traditionally valued knowledge and skills of students mightdecline Such expectations are consistent with the arguments presentedabove if curriculum time is re-allocated to foster new competences ofstudents (eg co-operation communication planning onersquos ownlearning process) there may be less time available for developing thetraditionally valued competences Unfortunately there is not muchevidence to support such claims for education at large However thereare several studies that suggest that a focus on more student-centredpedagogical approaches may be associated with lower studentachievement when measured using conventional assessment methodsA first observation comes from Pelgrum and Plomp (2002) whoshowed that more emphasis on student-centred approaches tended tobe negatively associated with student scores in achievement teststhat were administered in the Third International Mathematics andScience Study (TIMSS-95) as is illustrated in Figure 22



42

Figure 22 Plot of mean values per country for TIMSS-95mathematics scores and an index to indicate thelevel of adoption of student-centred approachesin learning and teaching in those countries

Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia

LegendC1 Cyprus England Greece Hong Kong New Zealand Romania SpainUSAC2 Austria Belgium-Flemish Belgium-French Czech Republic Denmark FranceGermany Hungary Iceland Israel Norway Russian Federation Slovak RepublicSlovenia Spain Sweden

Source Pelgrum and Plomp 2002 317-330

The authorsrsquo comments on the findings were as follows

ldquoThe strong association between student-centred didactics andthe use of computers does fit nicely with the currently popular rhetoricregarding ICT education and the information society This rhetorichas been formulated in many policy documents (European Commission1995 ERT 1997 PCAST 1997) which call for the fostering oflifelong learning together with the use of ICT as one of the cornerstonesof the information society In this rhetoric a shift from a traditionalpedagogical paradigm (teacher-centred whole-class teaching etc)to a paradigm focusing on independent learning (doing projects


43

Curriculum

teamwork etc) is foreseen and in numerous documents it is assumedthat ICT can facilitate the adoption and implementation of such reform

ldquoThe evidence presented in this chapter seems to suggest thatthe use of ICT tends to take place in situations in which a somewhathigher emphasis is placed on learner-centred approaches A tentativehypothesis about the large score difference between the high-computer-use and low-computer-use groups is that this is caused by a pedagogicalapproach in which less emphasis is placed on competences such asthose measured in the TIMSS-95 mathematics testsrdquo (Pelgrum andPlomp 2002 328-329)

Angrist and Lavy (2002) also reported negative effects ofintroducing computers on the arithmetic skills of pupils in Israelischools However the evidence on this issue is still rather anecdotaland needs further continuous monitoring

There may also be other side effects of introducing newpedagogical approaches in education as is reflected in the followingquotes (extracted from the SITES-M2 database and slightly edited)from educational practitioners that were interviewed

bull Learning ldquoStudents are used to getting information easily usingICT and they donrsquot work so hard on what is required for goodlearningrdquo

bull Using ICT ldquoGradually the students think it is normal to use acomputer Sometimes they do not like to use the Internet (ldquoAgainInternetrdquo) One teacher stated that ldquoI have the impression thatmany perceive ICT more as a toy than as a toolrdquo

bull Planning ldquoThe students felt that the first part of the project theplanning phase took too much time and that they got bored Asone of the students said lsquoI didnrsquot like the planning phase It wastoo much theory It was much more fun when we started to workon the bathrooms and saw some resultsrsquordquo

bull Teacher workload ldquoIt takes a lot of preparation time Itcontributed to burn-out of teachersrdquo

The potential impacts of the education reform movement deservefurther in-depth investigation in future research as the statementsquoted above illustrate



44

How ICT is supporting curriculum change

From the experiences collected in SITES-M2 it appears thatICT has added value to support learning environments that are morestudent-controlled than traditionally has been the case Teachersreported that students were very motivated and that discipline problemsdisappeared Also teachers themselves said that even despite heavierworkloads as a result of preparing for the new learning arrangementsthey found the classroom atmosphere much more relaxed they enjoyedbeing better acquainted with their students and reported to haveexperienced improved co-operation with colleagues which was verystimulating

Implications for educational planners

A number of implications for educational planning may be inferredfrom the above observations

When the integration of ICT in educational practice is a majorpolicy goal it needs to be embedded in an explicit pedagogical rationaleThe case studies that were conducted in SITES-M2 suggest thatinnovations are possible if there is a willingness among educationalplanners and practitioners to change curricular goals The currentreforms are still mainly dependent on the enthusiastic early innovatorswho often have to invest much of their private time to developing andimplementing the innovations However innovation of the educationsystem at large requires changes in the curriculum which will need tobe established in the intended curriculum at the supra-school level inmost countries (In some countries intended curricula may bedetermined at national levels while in others these may be at regionaldistrict or federal levels etc) To implement changes implied by theintended curriculum facilitating measures are necessary These includecontinuous staff development national educational web portals forsharing resources and experiences associated with the introduction ofauthentic and challenging ways of learning as well as tools to supportand monitor students as they engage in independent self-regulatedlearning activities any time anywhere


45

III Infrastructure

This chapter presents some indicators that describe the availableinfrastructure in a large number of countries all around the worldThe final part of the chapter is devoted to discussing questions thatare relevant for educational planning

Introduction

From international comparative surveys that were conducted atthe end of the 1980s one may conclude that a large-scale introductionof computers in education started in many industrialized countriesaround 1985 This was the time when relatively cheap microcomputersbecame available for the consumer market In and around 1990studentcomputer ratios of approximately 30 were quite commonHowever during that decade schools in many countries were equippedwith increasing numbers of computers which often resulted in drasticdeclines in the studentcomputer ratios as is illustrated in Figure 31

Towards the end of the 1980s computer equipment was stillrather user-unfriendly and required for operation and maintenance arelatively high level of technical skills During the 1990s with theappearance of the Windowsreg environment technology became moreaccessible and manageable This together with the advent of theInternet and the World Wide Web helped to popularize the use ofcomputers among the general public Connectivity became an importantissue and as will be further discussed in Chapter 6 many governmentsadopted plans to connect schools to the Internet and to upgrade theavailable equipment in terms of quality (including multimediacapabilities for creating and retrieving pictures and sound) as well asquantity a studentcomputer ratio of 10 or less was an explicitlyformulated goal in many policy documents



46

Figure 31 Comparison of studentcomputer ratios in 1995and 1998 for lower-secondary education (includesall schools computer-using as well as noncomputer-using)

2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio

Lower secondary TIMSS-1995 Lower secondary SITES-1998

Country did not satisfy all sampling criteria Estimates are for all schools that isincluding non computer-using schoolsSource Pelgrum 1999b 125

In this chapter a review is provided on what is known aboutindicators of ICT infrastructure in education These indicators werederived from assessments in which the authors were involved as wellas from other sources

Quantity and quality of hardware

The studentcomputer ratio is conceived as an indicator of theavailability of computers whereas the average percentage of multimediamachines (defined as ldquocomputers equipped with a CD-ROM and a


47

Infrastructure

sound cardrdquo) provides an indication of the quality (in terms of thedegree of sophistication) of the equipment These two indicators(which are shown in Table 31) differed quite considerably betweencountries as well as between school levels Both primary and lower-secondary schools in Canada Finland Iceland New Zealand Norwayand Singapore were relatively well equipped in terms of quantity ofhardware The ratios in economically less developed countries weremuch less favourable The general trend was that secondary schoolshad more computers than primary schools However the percentageof multimedia computers tended to be higher in primary schools

By the end of 1998 access to the Internet for all or most schoolswas available only in some countries including Canada FinlandIceland Singapore and Slovenia This does not necessarily mean thatmost students in these countries used the Internet (see below)

Table 31 Indicators of studentcomputer ratiospercentages of multimedia equipmentand percentages of schools with accessto the Internet

Primary education Lower secondary education

Country Ratio Multimedia Internet Ratio Multimedia Internet

Belgium-French ~ ~ ~ 25 25 41

Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80

Chinese Taipei 81 55 55 25 35 62

Cyprus 183 69 17 216 44 11

Czech Republic ~ ~ ~ 34 23 33

Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56

Luxembourg ~ ~ ~ 12 16 79

New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81

Russian Federation ~ ~ ~ 121 9 4

Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25

Country did not satisfy all guidelines for samplingSource Adapted from Pelgrum 1999b

One may argue on the basis of Figure 31 that indicators ofinfrastructure tend to be obsolete by the time they are publishedOverall the average country seemed to be able to reduce thestudentcomputer ratios by slightly more than half between 1995 and1998 Several of these countries reduced their ratios even more rapidlyprobably as a result of national programmes to expand their educationalICT infrastructure It should be noted that most progress regardingICT infrastructure was observed in high-income countries Suchobservations may be of particular interest to educational planners inweaker economies because they would allow them to examine (viavisits or exchange programmes) the educational and societal benefitsof the investments of these forerunners and to explore how problems


49

Infrastructure

of maintenance and updating of equipment were solved in differenteducational contexts Viewed from this perspective the world is alaboratory where some countries can take the lead in exploring thefeasibility of potentially lsquoriskyrsquo operations while other countries thatcannot afford to take these risks may benefit from seeing the positiveor negative outcomes of the experiences of these early innovators Bythe last decade of the twentieth century reliable and valid indicatorsof ICT infrastructure in education became available only occasionallyHowever it is expected that in subsequent years indicators of ICTinfrastructure will become available more frequently because theseindicators are included in most of the international assessmentprogrammes including those from the Organisation for Economic Co-operation and Development (OECD) as well as the InternationalAssociation for the Evaluation of Educational Achievement (IEA)

An important question for educational planners is what quantityof equipment is considered to be sufficient In general this questionis difficult to answer because as illustrated in the conceptual frameworkthat was introduced in Chapter 1 there are so many factors thataffect the need for particular amounts and functionalities of hardwareHowever it may be worthwhile to explore how educational practitionersrespond to this question

The school principals and the technology co-ordinators insecondary schools participating in the Second Information Technologyin Education Study (SITES-M1) were given a list of potential obstaclesand asked to ldquoIndicate whether or not you consider each of thefollowing to be major obstacles affecting the realization of yourschoolrsquos computer-related goals for students in Grades to 6rdquo Themaster list of obstacles contained 38 statements The collectedinformation was condensed to an average percentage of respondentsacross all participating countries that checked an obstacle The resultis shown in Table 32 sorted by descending order of the averagepercentage

6 to was a grade range specified by each country This range covered theinternationally agreed target grade plusminus one year



50

As can be inferred from Table 32 the top 10 obstacles (whichhappen to score on average above 50 per cent) consisted of a mixtureof material and non-material conditions The most frequently mentionedproblem was the insufficient number of computers This problem wasalready evident in 1989 and 1992 (Pelgrum and Plomp 1993 PelgrumReinen and Plomp 1993) Also in the top 10 were other material conditionssuch as inadequate peripherals insufficient copies of software and ashortage of computers that could simultaneously access the World WideWeb The second most common problem was that teachers did not havesufficient skills and knowledge regarding ICT Apparently most countrieshad not yet succeeded in providing sufficient opportunities to keep teachersup to date with new technologies (see Chapter 5 for a further discussionof this issue) Other non-material obstacles in the top 10 were thedifficulties in integrating ICT in instruction scheduling enough computertime for students insufficient teacher time and the lack of supervisoryand technical staff

Table 32 List of obstacles sorted by average percentageof respondents across countries

Obstacle Obstacle

Insufficient number of computers 70 Quality teacher training too low 31

Teachers lack knowledgeskills 66 Software not adaptable enough 29

Difficult to integrate in instruction 58 Students know more than teachers 29

Scheduling computer time 58 WWW slow network performance 28

Insufficient peripherals 57 Lack of interest of teachers 27

Not enough copies of software 54 Difficult use by low-achieving students 22

Insufficient teacher time 54 Telecom infrastructure weak 21

WWW not enough simultaneous 53 WWW Difficult finding information 21access

Not enough supervision staff 52 WWW Information overload 20

Lack of technical assistance 51 Software curriculum incompatible 19

Outdated local school network 49 Lack of administrative assistance 19


51

Infrastructure

Not enough training opportunities 43 Software not in language of instruction 18

WWW no time for teachers 41 Lack of support from school board 17to explore

WWW no time in school schedule 41 No plan to prevent theftvandalism 15

Lack of information about software 38 Software culturally incompatible 12

WWW not enough connections 35 Software too complicated to use 10

WWW Insufficient technical support 34 Poor quality WWW materials 9

Not enough space to locate 32 WWW complicated to connect 8

Weak infrastructure 32 WWW overloading of mail boxes 4(telecommunications etc)

Source Pelgrum 2001

An interesting question is to what extent does the mentioning byschool principals of the obstacle of lsquoinsufficient number of computersrsquoco-vary with the actual availability of equipment as reflected in thestudentcomputer ratios that were reviewed above While the resultspresented in Figure 32 indicate considerable co-variation (thecorrelation is 077) between the studentcomputer ratio of countriesand the percentage of respondents who indicated that the insufficientnumber of computers was a major obstacle there seemed to be astrong contrast between countries with studentcomputer ratios ofroughly 20 and higher and those below 20 Pelgrum (1999b) showedthat even with ratios of 10 and lower 50 per cent of the respondentsstill complained about the lack of computers Unfortunately the numberof observations (across countries) was too low to further differentiateschools with studentcomputer ratios below 10



52

Figure 32 Scatterplot of countriesrsquo percentages of respondentschecking the obstacle lsquoinsufficient numberof computersrsquo and the studentcomputer ratioper country

Studentcomputer ratio

3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1

Notes C1=Belgium (French) Finland France New Zealand NorwayC2=China Hong Kong HungaryC3=Canada Chinese Taipei Denmark Iceland Israel Japan Singapore SloveniaCountry did not satisfy all guidelines for sampling

Source Pelgrum 2001 174

ICT brings with it widened possibilities for learning that areindependent of place and time Thus another important question relatedto ICT infrastructure is the extent to which students have access toICT equipment and communication connections at home Althoughsurvey results indicated that the use of computers at home often didnot involve school-related learning there were indications that students


53

Infrastructure

still learned about new technology often to a larger extent than theydid at school (Pelgrum et al 1993) Results presented in Table 33indicate that in a few countries nearly all students at the lower-secondary level claimed that they had access to computers at home in1995 while home access was available to only a small percentage ofstudents in many other countries Comparisons with the more recentTIMSS-99 data revealed that in most countries home access wasalso increasing rapidly which in theory means that the conditions forICT-supported learning outside school were becoming rather favourablein a number of countries mostly in the high-income category Thedigital divide is becoming visible when considering countries with weakeconomies where the changes over the four-year period were smallor in some cases even negative

Table 33 Percentages of students in the TIMSS Population2 upper grade (mostly Grade 8) who had access tohome computers in 1995 and 1999 and the change(DIFF) between those years

Country 1995 1999 DIFF Country 1995 1999 DIFF

Japan mdash 52 mdash Singapore 49 80 31

Scotland 90 mdash mdash Slovenia 47 66 19

England 89 85 -4 Spain 42 mdash mdash

Netherlands 85 96 11 Lithuania 42 16 -26

Ireland 78 mdash mdash Korea 39 67 28

Iceland 77 mdash mdash Portugal 39 mdash mdash

Denmark 76 mdash mdash Cyprus 39 58 19

Israel 76 80 4 Hong Kong 39 72 33

Australia 73 86 13 Hungary 37 50 13

Germany 71 mdash mdash Czech Republic 36 47 11

Belgium 67 86 19 Russian 35 22 -13(Flemish) Federation



54

Switzerland 66 mdash mdash Slovak Republic 31 41 10

Norway 64 mdash mdash Greece 29 mdash mdash

Canada 61 85 24 Romania 19 14 -5

Sweden 60 mdash mdash Philippines 17 15 -2

Belgium 60 mdash mdash South Africa 15 11 -4 (French)

New Zealand 60 72 12 Latvia (LSS) 13 15 2

Austria 59 mdash mdash Colombia 11 mdash mdash

United States 59 80 21 Iran Islamic 4 7 3Republic of

Kuwait 53 mdash mdash Thailand 4 8 4

France 50 mdash mdash


Educational content

So far in this chapter the focus has been on hardware as a majorcomponent of ICT infrastructure Although the availability of hardwareis an essential condition for being able to use ICT in educationalpractice it is obvious that the availability of relevant educationalcontent is crucial too

Since the early days of introducing microcomputers in educationeducational practitioners have found it very difficult to locateeducational content suited to particular local needs This is not to saythat relevant valid and high-quality content does not exist In particularfor countries where English is the native language a huge amount ofeducational software is available This is much less the case in othercountries where the market is often too small for educational publishersto invest in the development of educational software However evenwhen there is a large supply of educational content a major problemconfronting educational practitioners is the amount of time that isneeded to select the materials and to design for its instructional use in


55


a way that adds value to a particular educational context Also havingto purchase software before it can be reviewed in detail constituted anadditional threshold for schools

Since the Internet became available for large-scale educationaluse it has in principle become easier for educational practitioners toget access to educational content However it still requires much timeinvestment to locate appropriate content Although many governmentshave invested in creating national educational web sites (also calledlsquoportalsrsquo) the problem of dissemination for the education communityat large has still not been solved This was also the case with stand-alone educational software in many countries there is still a seriouslack of content available in the native language and which is compatiblewith the national curriculum It is to be expected that in the forthcomingdecade substantial investments will be required to make educationalpractitioners aware of the existence of particular educational contenton the web and to identify (with the help of examples of best practicesthat may exist in languages other than the native one) which needsexist for translating and making available particular content via nationaleducational portals on the World Wide Web It seems evident thatmuch benefit is to be gained from international co-operation and frombuilding on the basis of co-operative development and research aknowledge base of lsquobest practicesrsquo Such co-operation should probablyfor practical reasons first start at the level of geographical regions orsub-regions It seems important that such efforts be accompanied bystaff development programmes which would be aimed at acquaintingeducational practitioners with the content of these knowledge basesand with how to select and adapt best practices to local needs whiletaking into account curricular and technological constraints


From the above one may tentatively infer a number of implicationsthat the development of ICT infrastructure may have for educationalplanning A first rather obvious implication is a financial one equippingschools and keeping them up to date with ICT equipment is a veryexpensive operation not only due to the necessary hardware andsoftware purchases but also because of recurrent costs associated



56

with maintenance and support and especially nowadays the fees ofusing high-speed Internet connections Although the more wealthycountries during the 1990s and early 2000s were able to install greatquantities of equipment in schools the weaker economies were notpresented with such opportunities However the experiences fromthe wealthy economies may help also the less advantaged countries tolearn about the cost-effectiveness of introducing ICT A generalobservation from reviews is that despite the huge investments ICT ishardly integrated in the daily classroom practices even in the countriesthat played a forerunner role One may wonder if ICT infrastructurehas been emphasized too strongly in educational policy-making in thepast causing attention to be diverted away from the pedagogicalmission of schools As argued in the previous chapter ICT is not agoal in itself but rather a potential tool that may help schools toimprove their performance However how and under whichcircumstances this can be realized is a matter of continuous explorationfrom which lsquobest practicesrsquo will emerge that may be suitable for further(inter)national dissemination Although the large existing diversities inthe world with regard to access to ICT may raise the question of towhat extent might this digital divide have consequences for futuregenerations of citizens the answer to this question not only dependson the available quantity of hardware and digital content but also onother factors such as curriculum objectives facilities for staffdevelopment etc


57

IV Staff development

This chapter provides an overview of the human resource challengesto be faced when implementing ICT Human resource relatedobstacles as well as good models of staff development will bepresented

Introduction

Educational changes especially those implied by the rhetoric ofthe information society require staff development activities In orderfor changes to be effected in the classroom additional technical andpedagogical support is often necessary The term lsquostaffrsquo is used in thischapter to mean all those in schools who should contribute to theimplementation of the intended changes These persons are usuallyschool principals teachers and technical and administrative supportpersonnel In this chapter the main focus is on teachers

Teachers play a crucial role in the adoption and integration ofICT in education as they are a key element in curriculumimplementation and innovation Teachers who succeed in making useof ICT in their work process do not only contribute to improvedlearning outcomes in their students but may also benefit personallyfrom enhanced work productivity reduced isolation and increasedprofessional satisfaction (Carlson and Gadio 2002) In the 1992Computers in Education (CompEd) study on ICT implementation andinnovation in 21 education systems Pelgrum et al (1993) found thatmany teachers reported a lack of knowledge and a need for furthertraining In the SITES-M1 study conducted in 26 education systemsin 1998 it was also reported that more than half of the school principalsin most of the countries surveyed perceived the teachersrsquo lack ofICT knowledge and skills to be a major obstacle for attaining theschoolrsquos ICT-related goals (Pelgrum and Anderson 1999) As arguedin the previous chapter the implementation of ICT in schools involvesmuch more than the introduction of new educational technologies



58

Rather it aims at bringing about a broad curriculum reform requiringteachers to acquire new skills associated with their changing rolesand practices in the learning process It is a complex innovation whichentails considerable changes for teachers Staff development includesboth initial teacher education and regular updating of ICT knowledgeand skills and continuing professional development on changingcurriculum and pedagogical practices in the integration of technologyinto the educational process

In this chapter four major points will be examined and discussedFirstly what professional development needs do staff membersinvolved in IT have Secondly what are the major obstacles to goodimplementation Thirdly what are some model practices that havebeen successful and what are the financial implications And finallywhat are the implications of professional development for the variouslevels of planners in the education system

What staff development do schools need

When considering ICT-related staff development in schools it isimportant to recognize that the needs are different for differentprofessional roles in schools In general four different roles need tobe distinguished for this purpose informatics teachers subject teachersfor various school subjects technology co-ordinators and schoolprincipals Training for informatics teachers has attracted relativelyless attention in recent years from policy decision-makers andresearchers alike possibly because the teaching of informatics has amuch longer history the number of teachers involved is relativelysmall and offering informatics as a school subject is no longer thefocus of ICT implementation in many countries The prime focus ofstaff development in many countries has moved to the training of allschoolteachers so that they can make use of computers in their day-to-day teaching activities and the necessary staff development forprincipals and technology co-ordinators to lead and support ICTimplementation across the curriculum


59

Staff development

What teacher competences need to be developed

Many authors have already speculated about the newcompetences required for integrating ICT into the learning processThese competences include handling hardware and softwarecurriculum (re)design coaching monitoring developing digitalmaterials developing a vision of ICT in education co-operation withcolleagues etc

Often at an early stage of ICT adoption this training will includethe use of common office application programmes sending e-mailsmaking use of the Internet as well as some knowledge about how tomake use of computers in subject-based teaching However it appearsthat the competences expected vary according to the prevalentpedagogical culture of the education systems concerned For examplein countries with a Confucian Heritage Culture (Biggs 1996) whereteaching tends to be very much teacher-led around well-defined contentteacher training also includes the production of multimedia coursematerials For example in Hong Kong it is expected that the morecompetent teachers produce electronic presentations and coursematerials for classroom use (Education and Manpower Bureau 1998)

Some countries have set up some form of lsquoIT driving licencersquo forboth students and teachers prescribing the minimum ICT competenceexpected (eg NCATE 1997 ISTE 1998 EURYDICE 2000) Theattainment of certain targets according to a prescribed timeline mayalso be formulated as an expectation (as in the case of Hong Kongand Singapore) or a requirement7 for teachers who wish to remain inthe profession The implementation of such measures can obviouslyonly be possible where there have been adequate provisions of trainingopportunities for teachers

7 For example most states in the USA have requirements regarding IT literacystandards for initial licensure for entry into the teaching profession and NCATE(National Council for the Accreditation of Teacher Education) has issued ICT-related guidelines that schools of education must meet before they receiveaccreditation (NCATE 1997)



60

Developing teachersrsquo ICT competence is the first but not themost important step in teacher professional development in theinformation age It is also widely recognized that teachers need toknow how to make use of ICT in pedagogically meaningful ways inthe school curriculum (eg Finnish National Fund for Research andDevelopment 1998) Many ICT-related educational policy goals alsorecognize the need to promote changes in the roles played by teachersand learners such that learners can become more self-directed andautonomous Such changes in the learning and teaching process havegenerally been described as emerging pedagogies of the informationage (Pelgrum and Anderson 1999) It has also been found that ininstances where the goal of ICT implementation is to support thedevelopment of emerging pedagogies the provision of teacherprofessional development programmes would focus strategically onhelping teachers to develop new pedagogical approaches and skills aswell as the ability to design new learning activities (eg SingaporeMinistry of Education 1997)

As the world moves towards an ever more global more knowledge-based economy many societies are also experiencing a change in theprofile of human resource abilities needed for sustaining growth anddevelopment (Riel and Fulton 2001) As knowledge creation anddissemination are perceived to be of paramount importance the goalsand processes of initial schooling should change to include thedevelopment of learnersrsquo lifelong learning abilities as a main objective(ERT 1997) A survey conducted for the APEC Education MinisterialMeeting at the end of 1999 found a major and most prominent themeemerging from the responses of 13 member economies the teacherof the future is one who facilitates and models learning and who isinnovative and willing to learn along with students8 It was expectedthat teachers would need to understand the influences of culture andlanguage and be able to assess and accommodate individual learningneeds Teachers will need to be more innovative and willing to takerisks in the classroom and they will also need to be more collaborativein their work The same paper also put forward the view that what

8 Improving Teaching Systems a main paper for the 2nd APEC EducationMinisterial Meeting lsquoEducation for learning societies in the twenty-first centuryrsquo7 April 2000 httpaemmmoeedusgaspasp_aemmpaperaemmpaperasp


61

Staff development

teachers should know and how training should be delivered need tobe reformulated so as to make training a continuous process ratherthan a series of unrelated activities or experiences This recognition ofthe need for teachers to assume new roles and for staff developmentprogrammes to foster such changes is found in the national-leveldocuments on ICT in education around the world for example PCAST(1997) and the Danish Ministry of Education (1997)

In systems where there is a longer history of ICT use across thecurriculum professional development programmes focus more on linksbetween ICT use and classroom practice It is interesting to note thatFinland is relatively unique in linking its in-service training programmefor teachers very firmly with its nationwide Information SocietyStrategy and focusing on developing teachersrsquo knowledge and skillsthat are needed to reform pedagogical practices ldquoespecially with regardto collaborative teaching and learning networking and team workrdquo(Kankaanranta and Linnakyla 2003) The Strategy anticipates thatldquothe Information Society the genesis of a digital and global economyand the development of the media require substantial changes to theculture of work and professional competencerdquo and that professionaldevelopment for teachers is organized within this broader context

The policy-level developments described above echo much ofwhat is found in the research literature that ICT-related professionaldevelopment must help teachers to adapt to new and changing roles(Scrimshaw 1997) and that teachers can learn about the use oftechnological tools in the context of changing pedagogical approachessuch as the use of computer-mediated collaborative environments tosupport project-based learning and inquiry-based learning (Kozma andSchank 1998) McDougall and Squires (1997) also identified a similarlist for organizing training for teachers which includes teachersrsquo abilityto integrate the use of ICT into existing curricula making ICT-relatedchanges in curricula and underpinning theories of education

Given the general recognition of the importance for ICT-relatedteacher professional development to focus on the pedagogicalapproaches and pedagogical use of ICT that will support changes inthe roles of teachers and learners the findings of the SITES-M1 surveyconcerning the availability of different kinds of courses are noteworthy



62

and should be a cause for concern for policy-makers at various levelsof the education system Pelgrum and Anderson (1999) found that inmost countries the technology co-ordinators surveyed reported ageneral availability of basic technical skills courses and a seriouslack of courses related to pedagogicaldidactical principles of ICTuse The CompEd Study conducted in 1989 and 1991 already reportedthis problem How to make the best use of ICT to support and extendlearning is undoubtedly the most challenging aspect of professionaldevelopment which as will be argued later requires forms of staffdevelopment beyond that of traditional course attendance

Professional development for school principals

Principals take charge of resource deployment staffing andpersonnel matters in schools and should also play an importantleadership role in the school curriculum In a study of 18 schools thathad made a head start in introducing ICT across the curriculum inHong Kong it was found that the way in which ICT was used and itsimpact on learning and teaching bore no relationship with thetechnology infrastructure or technical skills level of the teachersInstead it was very much determined by the vision and understandingof the school principal and the prevalent school culture (Law et al2000 Yuen Law and Wong 2003) Leading change in the informationage is thus a challenge that school principals face and for which theyneed professional development support This aspect of professionaldevelopment has not been so well documented or explored as teacherprofessional development and perhaps has not received due attention

Only in a few countries such as Cyprus Germany Singaporeand New Zealand were special arrangements made to cater for theprofessional development needs of principals In Singapore principalswere among the first to undergo professional development and theirrole in leading the change process was clearly articulated within theprofessional development programmes New Zealand organized atan early stage of its ICT implementation across the curriculum aseries of seminars titled lsquoPrincipals firstrsquo which provided principalswith a planning and implementation guide to provide practical adviceon the purchase and maintenance of ICT for teaching learning andschool administration


63

Staff development

ICT co-ordinators and support for teachers

ICT co-ordinators play an important role in the process ofimplementing ICT in schools Some education systems for examplein Japan and Hong Kong have recognized the special role of ICT co-ordinators in schools and provide training for those occupying suchpositions In other systems there may not be formal appointments ofICT co-ordinators in schools and normally the more ICT-competentteachers would assume such roles in their schools Technology co-ordinators may play a variety of roles in schools which may fallunder three broad categories providing technical support for hardwaresoftware purchases installation and maintenance organizing andconducting staff development programmes and developing the ICTimplementation plans in their schools The SITES-M1 study foundthat most of the technology co-ordinators in the 26 systems surveyedconsidered their ICT knowledge to be mostly adequate while theywere generally much less confident about their own knowledge regardingthe pedagogical use of ICT for giving support to teachers in the schoolThis implies that most ICT co-ordinators are not well prepared fortwo of the three roles that they may play in schools They need tolearn about the uses of ICT that can support curriculum and pedagogicalinnovation and to be aware of the role change demanded of teachersin the process Furthermore ICT co-ordinators often play the role ofchange agents in the ICT implementation process They thus need tolearn about leadership and mechanisms for managing change in orderto foster and support school-based curriculum innovations that integratethe use of ICT As will be argued in the next chapter technology co-ordination and support are strategic elements in ICT implementationin schools

Obstacles associated with staff development

The SITES-M1 cross-national survey (Pelgrum and Anderson1999) reported that both principals and technology co-ordinatorsperceived teachersrsquo lack of knowledge to be the second most seriousobstacle in implementing ICT in the curriculum (see Table 32) Thisis a long-standing problem that has existed since the first major effortswere made to introduce ICT in education (Pelgrum et al 1993)



64

Why has staff development been such a persistent problemOne potential reason might be that there are not enough coursesavailable for teacher training Figure 41 seems to indicate that theavailability of courses as perceived by school technology co-ordinatorswas indeed quite low

Figure 41 Percentage (averaged across a list of 12 typesof courses) of internal and external courses

0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g

Country did not satisfy all sampling criteriaSource Adapted from Pelgrum 1999b

However for a schoolteacher to be able to use ICT effectivelyin teaching the challenge consists of much more than acquiringtechnical know-how which is merely the first hurdle It often alsohappens that some students are more IT-literate than their teachersand some teachers may see this as a challenge to their traditionalrole of being the more knowledgeable expert in the classroomTeachersrsquo inadequate English language competence has also beenreported as an obstacle to teachersrsquo learning of ICT (Grinfelds 1999)


65

Staff development

Motivating teachers to undertake ICT-related professionaldevelopment is another issue that policy-makers need to take intoconsideration While there have not been clear indications that a lackof teacher interest was a major obstacle this problem was considereda major one in a few countries such as Luxembourg South Africathe Czech Republic and Lithuania where it was reported by morethan 40 per cent of the principals

It is noteworthy that in most countries the percentage of principalsreporting that a substantial number of teachers in their schools hadtaken basic ICT courses was far greater in schools where taking suchcourses was not obligatory than in those where it was obligatory Thissituation was reversed in a small number of countries such as BulgariaChinese Taipei and the Russian Federation (Pelgrum and Anderson1999) In some cases teachers were provided with monetary incentivesfor the completion of training courses (eg about 25 per cent ofprincipals in Lithuania reported making such provisions) Howeverthe monetary reward from within the education sector even if availableis often not sufficient to persuade teachers with specialist ICT skills tostay in schools This lsquodrainrsquo of trained teachers as they move to morehighly-paid IT-related jobs is reported in both developed and developingcountries (Banfi 1999 Becta 2001)

It has also been found in some national evaluation programmes(eg Becta 2001) that even in instances where teachers are trainedand where the infrastructure is available teachers do not have theconfidence to use ICT in the classroom Studies conducted in theUSA the United Kingdom and Australia have revealed that computeranxiety and lack of confidence are important factors that hinderteachersrsquo willingness and effectiveness in using computers in theclassroom (Rosen and Maguire 1995 Russell and Bradley 1997)

Another major obstacle in the area of staff development is therapid changes in technology which make continuing professionaldevelopment provisions almost mandatory thus putting enormousstrains on implementation For example the South KoreanGovernment had a plan in place to provide training to 25 per cent ofall teachers each year However even a plan of this magnitude would



66

require a four-year retraining cycle which was considered inadequatefor keeping teachers abreast of technological change (Korean Ministryof Education 2000)

Getting teachers to start using ICT in the classroom may be afirst hurdle at the beginning stage of ICT implementation across thecurriculum Research findings show that teachers who use ICT inways that add value to the teaching and learning process such as toincrease studentsrsquo motivation or to stimulate higher-order thinkingare relatively rare (eg Becta 2001) In a set of case studies conductedon classroom practices using ICT on a group of schools in HongKong which were making pioneering efforts in ICT implementationit was observed that most teachers used technology to do electronicpresentations for expository modes of teaching without any changein their pedagogical paradigm Staff development that focusesspecifically on helping teachers and other education practitioners tounderstand the curricular and pedagogical potential of ICT and theneed to bring about changes in the goals of education demanded bythe information age is crucial to the realization of many national ICT-in-education masterplans This will be elaborated in Chapter 6

In summary it appears from empirical data that it is a lack oftraining opportunities for teachers rather than a lack of awareness atthe leadership level of schools or a lack of interest from teachers thatpresents a major obstacle Carlson and Gadio (2002) argued that whileteacher professional development is ldquowoefully underfundedrdquo generallythe situation of training in the use of technology is much worse aspolicy-makers operating within budget constraints tend to give priorityto hardware and software acquisitions It is not easy to attract fundingpriority to teacher professional development not only because it doesnot produce immediately visible lsquoresultsrsquo such as with computerstudentratios but also because it is ldquocostly time-consuming pedagogicallyand logistically challenging and often results in difficult-to-measureoutcomesrdquo (Carlson and Gadio 2002) Thus while it is important toimprove the availabilityaccessibility of training courses for teachersand other education professionals other issues such as the aimscontent and modes of delivery also need to be considered


67

Staff development

Forms of staff development provisions

Teacher education and in particular initial teacher educationneeds to undergo changes to prepare new teachers for the challengesof the information age Many policy-makers for example those inthe APEC region have made explicit calls for pre-service curriculato put a stronger focus on ldquopedagogy application of theory and skillsdevelopment rather than strictly content knowledgerdquo9 Some countrieshave also set up research programmes in their schools to developinnovative experimental teacher education programmes that integratethe development of theoretical knowledge with classroom practices inschools through promoting student teachersrsquo reflection on theirattitudes towards and beliefs about teaching learning and the teachersrsquorole (Willis 2001) Some experimental programmes were conductedin partnership with schools as joint explorations and these contributedsimultaneously to the continuing professional development of teachersin the partnership schools (Hill 1997) In the Netherlands as part ofthe National ICT in Education Masterplan two teacher educationinstitutions have been designated as experimental institutions forutilizing ICT in innovative ways in teacher education and furtherfunding was made available for teacher education institutions to carryout similar innovation projects with ICT (Doornekamp 1999)

In terms of continuing professional development for in-serviceteachers staff development programmes may take the form ofseminars short courses extended courses and on-line distance learningmodes These may be provided by external agents or organized asschool-based offerings Diverse modes of staff development aretypically found in many countries to meet the diversity of needs TheSITES-M1 study conducted in 1998 in 26 education systems (Pelgrum1999b) found that the four most popular means of staff developmentin schools were attending external courses attending in-school courseslearning via the technology co-ordinator and learning via teacherswho replicated the delivery of external courses that they themselveshad attended It was also found that in general there were more external




68

than in-house courses (Figure 41) and that most of the in-housetraining was related to basic computer-handling skills and the use ofbasic applications Further only very few respondents commented onthe availability of external courses that dealt with didacticalpedagogical principles of computer use or with subject-specifictraining It is thus not surprising to note that the technology co-ordinators participating as respondents in this survey reported muchlower self-rating in terms of the adequacy of their own preparationfor instructional use of ICT

As mentioned in an earlier section teachers often experienceanxiety in using ICT in classroom settings even after they have attainedthe requisite levels of competence A study conducted of governmentschoolteachers in Queensland Australia reported that access tocomputers at home and at school and opportunities to observe skilledcolleagues working with computers were considered the most importantways to increase teacher confidence and competence (Russell andBradley 1997) Some teachers wanted to have opportunities to lsquomuckaroundrsquo with computers and to not have to worry about being labelledas computer illiterate or causing damage to computers The recognitionof the need for teachers to have ready access to computers fordeveloping computer literacy and competence has led to the creationof national schemes to provide teachers with notebook computers aspart of national ICT-in-education implementation strategies (forexample in the UK and Singapore) In a study of good practices in theuse of ICT in classrooms in Hong Kong Law et al (2000) alsoreported that school-based efforts to provide notebook computers toteachers were effective in promoting classroom use of computers

With the widespread use of school-based modes of staffdevelopment the lsquotraining of trainersrsquo has been reported to be acommon and cost-effective model of teacher training (Blurton 2000)where a small group of lsquoteacher-leadersrsquo are selected to receiveintensive training courses before returning to their own educationalinstitutions to provide ICT-related training to their peers Howevercascade models of staff development would be more effective ifcoupled with increased collaborative support from teachers within thesame school It is thus noteworthy that although a variety ofmechanisms for knowledge transfer are available in many systems


69

Staff development

research findings seem to indicate that informal contact andcommunication is the most prevalent form of transferring ICTknowledge (Pelgrum 1999b) However Russell and Bradley (1997)also reported that teachers may not be willing to lsquotake advantagersquo ofsupport from other more knowledgeable colleagues unless suchcontributions could be formally recognized by the school authoritySchool-based staff development provisions therefore must be plannedas part of a coherent human resource and staff appraisalrewardpackage It has to be planned as a strategic component in conjunctionwith curriculum development and implementation to achieve thepriority goals for the school

Models of staff development in the information society

While teacher training courses have focused largely on thedevelopment of ICT skills many studies across different countrieshave consistently shown that such approaches to staff developmentwere ineffective in building up teachersrsquo capacities to integrate the useof ICT into the curriculum (Plomp ten Brummelhuis and Rapmund1996 Williams Coles Wilson Richardson and Tuson 2000 Vrasidasand McIsaac 2000 Lang 2000) The fact that technology is changingso quickly that it is hardly possible to keep up to date makes currentforms of delivery-centred staff development even more inadequateTherefore a new paradigm for staff development is needed Manystudies have pointed to the importance of staff developmentprogrammes in which models of ICT use and integration can bedeveloped and which can be linked to change and innovation at theclassroom and institutional levels (eg Anderson 1996 Somekh andDavis 1997 Potter and Mellar 2000) The findings from such studiessuggest that in-service staff development is most effective whendelivered in connection with a school development plan

The increasing demand for ICT to play a critical role in bringingabout fundamental changes in educational goals and in the roles ofteachers is accompanied by increasing efforts in some countries tosupport the establishment of teacher communities as communities ofpractice (Wenger 2000) in order to foster the development of thenew learning culture desired The APEC Education Ministersrsquo surveyof member economies reported a great interest in participatory



70

approaches to professional development Here teachers would beinvolved in initiating and designing their own professional developmentand would share materials and ideas as well as discuss challenges andsolutions This approach towards professional development would alsohelp teachers to become models of lifelong learners There have alsobeen efforts to build new environments such as TAPPEDIN10 topromote and support the establishment of on-line communities ofteachers and to provide support in professional development across arange of subject areas and themes

The SITES-M2 case studies provide additional insight intoeffective staff development In many of the innovations studiedteachers acted as self-directed autonomous learners who identifiedand met their own learning needs during the process of explorationand creation of the new pedagogical practices These teachers werefrequently involved in student projects as participators contributingto the solution of problems and taking part in the learning processQuite often these teachers literally said ldquoWe learned a lot about ICTand about new pedagogy by doing this projectrdquo A further feature ofthese case studies was that many of them involved new learningarrangements requiring collegial collaboration among teachers resultingin the exchange of and improvements in teachersrsquo expertise Theseobservations can be taken as the starting point for initiating forms offuture staff development linked to school-based curriculum innovationa model of learning by doing

Many of the SITES-M2 case studies of lsquoemerging pedagogyrsquo forthe Information Society were found in lsquonormalrsquo schools that wereresourced not very differently from other schools generally found inthose countries This indicates that many of the related policies onimplementing ICT for curriculum change and innovation arepracticable However it was also apparent that the practices in thesecase studies were far from being daily practices in most schools Tosustain transfer and further develop these innovative practices requirestwo conditions The first is a heavy dependency on the provision ofteacher professional development opportunities The second which

10 httpwwwtappedinorg


71

Staff development

is of even greater importance is the development of emerging goalsand models of teacher education that will foster the establishment oflearning communities of teachers that will in turn generate refineconsolidate and disseminate emerging pedagogies and emergingprofessional competences

Resourcing for staff development

As the scale of ICT-related staff development has to be verylarge in order to cater to the needs of the entire teaching professionand since it has to be a continuing process resourcing is an importantissue Generally this has been accomplished through the combinedefforts of the central government the local education authorities andschool-level inputs

In the previous sections we have argued on several occasionsthat politicians and education practitioners seem to be willing to movetowards more student-directed modes of education This implies achange in teachersrsquo roles to include less lecturing and more counsellingsupervising and guiding Consequently teachers need to continuouslyupdate their knowledge and skills in the subject area they teach andfind meaningful ways of using ICT for teaching and learning in thesubject area This kind of continuous staff development provisionwould if organized in the traditional way require enormous budgetswhich would be beyond the capacity of even the most economicallydeveloped countries Therefore one may argue that self-initiatedautonomous lifelong learning would be an important component inany national strategy on teacher professional development In factthis mode of learning is to be expected of every future citizen as partof his or her own involvement in personal and career developmentThis for instance would imply that schools may not necessarily sendtheir teachers to attend external courses but rather that teachersthemselves initiate activities to develop skills that are needed forimplementing the strategic educational plans of the whole schoolTeacher educators could provide guidance and counselling throughphysical or virtual presence The extent to which teachers contributeto the strategic planning and staff development of their own schoolsmight be additionally rewarded as one important dimension in staffappraisal and promotion



72

Continuous staff development should be financed as an integralcomponent in any education budget to ensure that schools have thecapacity to undertake continuous improvement and curriculumrenewal and as such may be financed nationally or locally Howeverkick-starting a nationwide implementation of ICT across the curriculumoften requires national-level financing to ensure that some baselineteacher competences can be built up reasonably quickly so that amore pervasive implementation plan can be effected It has beenobserved that the priority given to staff development as a strategicimplementation strategy varies greatly in terms of the proportion ofresources allocated and how this aspect is scheduled in relation to theother elements in a systemrsquos implementation strategy Hong Kongand New Zealand are examples that aptly illustrate the diversities existingin this area In Hong Kong out of a total of 305 billion Hong Kongdollars (about 391 million US dollars) earmarked for a non-recurrentgrant for the five-year IT in Education Strategic Plan only 16 percent was allocated to staff development The rest of the funding wasdevoted to setting up an ICT infrastructure in schools Furthermorethe main staff development initiatives were only started in the secondyear of the Strategy when most of the infrastructure had been set upNew Zealand on the other hand has consistently made professionaldevelopment the main focus of government support since 1993 Until1999 there was no national policy on the acquisition of computerhardware or software From that point on a school has only beenable to receive funding when it produces a strategic plan that meets arange of criteria established by the government and the Ministry ofEducation

Future developments in the resourcing of staff developmentprobably need to be seen within the context of teachersrsquo self-responsibility for lifelong learning at the individual level in combinationwith the facilitation and support from school organizations and thegovernment


73

V Organizational change and leadership

The potential benefits implications and challenges of introducing ICTinto schools can be very different depending on the vision andunderstanding of the nature of this change as well as strategies forits management adopted by the leadership at the school level andbeyond This chapter reviews the key issues and experiences thatare important for leading schools to become learning organizations ofthe twenty-first century in the process of ICT implementation

The challenge of integrating ICT for educationalinstitutions

This chapter focuses on issues related to organizational changeand management for technology integration in teaching and learningin educational institutions Leading educational institutions into theinformation age is a challenge for many who occupy positions ofresponsibility at various levels of the education system As Ringle andUpdegrove (1998) pointed out there are two key dimensions to theplanning of such changes One is socio-economic and the other ispragmatictechnical Often planning for implementation starts withand focuses on the latter while socio-economic considerations aremore crucial and should provide the vision and context for the entireprocess Studies in the management of change and innovation haveshown that the process of change is a complex one involving not onlychanges in infrastructure and curriculum materials but moreimportantly of practices and beliefs (Fullan 2001 1993)

As is true of any change that would involve important impactson educational practice the change has to align with other institutionalpriorities if it is to be successful However case studies of ICTimplementation in schools in a number of countries have indicatedthat the vision and goal of the implementation can be very differenteven for schools that have been actively engaged in the innovation



74

(Law et al 2000 Lankshear et al 2000 Mooij and Smeets 2001)It might be expected that implementations where the change does notpose challenges for existing educational priorities or beliefs of theschool would be relatively easy to implement However the case studiesmentioned above indicated that where the implementation did notperceive the change to relate to the wider socio-economic context andthe potential contributions of ICT to the community and the schoolsuch implementations may not be successful even at a mechanicallevel of adoption or in maintaining sustainability The complexity ofthe change process arises from the fact that classrooms are intrinsicallycomplex self-organizing systems and attempts to manage change insimplistic ways would simply be inadequate

ldquoClassrooms are complex self-organizing adaptive systems theyhave to arrange themselves around the interactions between theirvarious human and non-human components Each time a newcomponent ndash such as a new technology or a new policy ndash isadded it does not feed one more lsquothingrsquo into the mix in a linearway rather its introduction produces a compound effect Thenew component rearranges all the other interactions and mayadd many more in its own right Classroom practices then haveto reorganize themselves around this new complexity whichinvolves changes in roles changes in relationships changes inpatterns of work and changes in allocations of space in theclassroomrdquo (Lankshear et al 2000 112)

The challenge that ICT integration poses for educationalinstitutions thus depends on both the vision and the values embodiedin the change as well as the existing culture and values of theinstitutions concerned

Organizational change and leadership for ICTintegration

It is easily recognizable that the following factors are essential inany strategy to integrate ICT into the teaching and learning processprovision of access to computers network and Internet access trainingof teachers provision of ICT-based curriculum resources and technical


75


support Many national or school-based implementation plans are infact plans for provisions in these areas However these factors alonethough essential would not be sufficient to bring about the kind oforganizational change that would be necessary Leadership involvesthe acquisition and orchestration of these factors within the contextsand constraints of the organization in defining and achieving the desiredoutcomes To provide a better understanding of the issues involved inleading change it would be instructive to examine some case studiesconducted of schools and classrooms that have undertaken suchimplementation

Lankshear et al (2000) reported on the findings of a number ofcase studies on the use of technology in literacy education in Australianschools The study highlighted several noteworthy observations whichillustrates demonstrably the need for a system approach to changeand innovation in order to achieve sustainable implementation andsuccess One key observation was the apparent unevenness and tensionin some critical aspects during the course of development There wastension between the available computing infrastructure and aspirationof the school on the one hand and the availability of crucialinfrastructure beyond the school such as the telecommunicationcapacity in the geographical area where the school was located onthe other hand These factors were constraining the capacity of theschool to undertake classroom practices involving access to theInternet Another tension was the unevenness in the distribution ofresources and expertise within or across schools for example theconcentration of technical expertise in one or two staff members in aschool made the innovation very vulnerable as the departure of a keymember of staff would bring it to a halt Lankshear et al (2000) alsoobserved that such tension and unevenness led to discontinuitiesthrough different school years andor across school subjects resultingfrom the isolated implementation of ICT in classrooms Theintroduction of new technologies may be perceived as a challenge tothe established authority and expertise of parents and teachers andcaused doubts and suspicions of these groups of stakeholders in theeducation process The use of technology introduces a new literacythat emphasizes different skills and competences and competes withexisting priorities and values which brings about a feeling ofresentment among some teachers



76

In examining the models of ICT implementation in a number ofHong Kong schools that were enthusiastic and successful in adoptingICT in the teaching and learning process Yuen (2000) categorizedthe schools into three models of technology integration according tosome critical characteristics exhibited in the adoption process thetechnological adoption model the catalytic integration model and thecultural integration model Most of the schools in the study possessedcharacteristics that were labelled as lsquotechnological adoptionrsquo theprincipal and most teachers perceive the purpose of using ICT to beone of enhancing current teaching practice and the key obstacleswere perceived to be the acquisition of adequate technologyinfrastructure technological skills (by teachers and students) and ICT-mediated curriculum resource materials These schools generally wentabout planning for ICT implementation with clearly defined targetsand schedules and the school principal was often the main changeagent While the change processes were often orderly and wellplanned the impact of lsquotechnological adoptionrsquo on the modes ofteaching practice and learning outcomes in these schools was foundto be minimal The use of technology was mainly confined tomultimedia presentations in support of expository teaching

The lsquocatalytic integration modelrsquo was characteristically adoptedby schools with visionary leadership and which had been on a trackof educational reform geared towards more student-centredempowering pedagogies The principals in these schools wereconsciously perceiving the introduction of ICT as an opportunity forfurthering and deepening the reform process The main focus of theimplementation plan was on teacher professional development with astrong emphasis on curriculum leadership and development The ICT-using teaching practices found in these schools were often morestudent-centred involving more innovative pedagogies such as socialconstructivist collaborative project-based learning and problem-basedlearning tasks Thus it was found that the integration of ICT in theseschools in fact helped to advance the curriculum reform initiativesalready under way

The lsquocultural integration modelrsquo (Law 2000a) was used todescribe the model of technology implementation found in schoolsthat were known for having a distinctive school culture that focused


77


on student empowerment These schools had already establishedpractices and structures to support student-initiated projects andactivities and the established school ethos was to support thedevelopment of self-actualization and the lifelong learning abilities ofstudents The introduction of ICT into these schools was perceivedmainly as an opportunity to provide a very powerful and versatile toolfor the empowerment of teachers and students alike These schoolshad a deeply rooted culture of respecting the choices of individualteachers and students and there was no coercion to learn to usetechnology However the school leadership would encourage theadoption of technology through the channels already established inthe school for curriculum leadership and staff development Theschools in this category exhibited the widest range of pedagogicalapproaches in the use of ICT found in this study including expositoryand social constructivist approaches as well as the use of ICT as acognitive tool in the teaching and learning processes

These two sets of case studies described at some length abovedemonstrate the complexity of the change process which is dependenton the history and culture of the school as well as the need for school-level implementation to be well co-ordinated with the policies andimplementation strategies at the systemnational level

Changing teaching and school culture ndash schools aslearning organizations

Fullan (1999) in reviewing many failed reform efforts ineducation concluded that the hardest problem is to bring about changesin instructional practices and to establish a culture of collaborativerelationships among students teachers and other potential partnersSimply changing formal structures would not lead to fundamentalchanges unless norms habits skills and beliefs were brought intofocus and modified Schools would not be able to bring about thekind of development desired of students as implied by the lifelonglearning rhetoric ndash ie having a sense of purpose habits and skills ofinquiry and the ability to work with others and to cope with change ndashif their teachers did not have any experience of similar developmentsthemselves (Sarason 1990) On the other hand it has been well



78

documented in the literature on educational change that teachersgenerally work in lsquoautonomous isolationrsquo (eg Fullan 1991 Goodlad1984) and that this is not conducive to the development of acollaborative culture for mutual assistance and school improvementIn fact for schools to become effective nurturing grounds for lifelonglearning skills they have to become learning organizations These areinstitutions whose members anticipate and are ready to engage incontinuous efforts to collaborate in learning about new problems anddeveloping solutions to face new challenges

Senge (2000) highlighted five principles that are crucial if schoolsare to become learning organizations These principles are describedbelow with some brief interpretation as to how they may apply totechnology-supported education reforms

bull Personal mastery everyone in the institution children and adultsalike should develop a personal vision and aspiration and anawareness of current realities As in any change process theintegration of ICT brings with it both opportunities and risksThe institution should encourage each of its members to developa sense of mastery with respect to the anticipated changes sothat the institution and its members may engage in an expandingand deepening vision

bull Mental models individuals have mental models which are oftendifferent influencing their perception and interpretation of theworld around them and limiting their ability to change and acttogether Conscious shared efforts to reflect on and inquire openlyabout models and assumptions on the goals conditions forsuccess and strategies for ICT implementation are critical as suchengagements will draw forth abilities greater than the sum of theindividualsrsquo talents

bull Shared vision for changes to be institutionally sustainable theprocess of bringing disparate individual aspirations into alignmentaround the things people have in common is critical in building asense of commitment to a future to be created collectivelyPlanning for ICT implementation must be accompanied by aprocess of vision building so that all stakeholders involved in theprocess can engage in sharing individual understanding and


79


aspirations and seek to establish a common goal Vision basedon authority will not be sustainable

bull Team learning teachers and students need to work in teams inorder to realize the collective vision This cannot be achieved byteam-building exercises but by the establishment of various workteams the ICT co-ordination team the staff development teamandor curriculum innovation teams as the case may be It isthrough sustained collective inquiry into everyday experiencesand assumptions of these work teams that a collective sensitivitycan be developed whereby the thoughts emotions and resultingactions belong not to one individual but to the team

bull Systems thinking the discipline of looking at problems and goalsnot as isolated events but as components of larger structuresLeadership should not rush into rapid crisis management Whatmay appear to be the key obstacles such as lack of technicalcompetence of staff or staff reluctance to change may not beresolvable by tackling them directly Leadership needs to lookfor interdependence and change feedback and complexity so asto find ways of moving the institution forward

Thus it is expected that the implementation of ICT for teachingand learning would require organizational changes in structure so thatthe necessary physical infrastructure could be set up and maintainedand to organize the necessary staff technological development in theschool However such organizational changes are not the mostimportant or critical factors for success The much deeper changedescribed above can only take place if it is led by a dynamic andvisionary leadership capable of developing and implementing acollective plan to bring about changes in organization culture beliefsand practices

Technology co-ordination and support as strategicelements in change leadership

Implementation strategies need to be planned and executedthrough the establishment of suitable organizational structures Thisis especially true of change involving technology At the school levelall schools that use technology would have some personnel responsible



80

for the co-ordination of technology However the composition role andfunction of such personnel may differ In their case studies of ICTimplementation at the school level Law et al (2000) found that nearly allthe schools studied had established an IT co-ordination team consistingof more than one member Some schools especially those exhibitingcharacteristics of lsquotechnological adoptionrsquo perceived the main functionsof the IT co-ordination team to be technical and technological and includedas its roles the setting up of the school technology infrastructure the co-ordinationprovision of technical support and staff training The membershipof the IT co-ordination teams in these cases mainly comprised teacherswith a strong technical background On the other hand schoolscharacterized as adopting the lsquocatalytic integration modelrsquo or the lsquoculturalintegration modelrsquo perceived curriculum leadership and supporting teacherprofessional development to be the keys to successful implementationThese schools normally have a much broader membership for the IT co-ordination team including staff having key roles in the determination anddevelopment of the school-based curriculum and teacher professionaldevelopment plans

The desirability for the technology co-ordination to be undertakenby a team with membership comprising a broad spectrum of expertiseand responsibility is reinforced by Lankshear et alrsquos (2000) reporton a successful case of implementation leading to deep changes inteaching practice where the head of computing the head of IT andthe curriculum co-ordinator formed a team to implement changeThe team then identified key persons in each subject area and workedwith these individuals to initiate change and development in the variouscurriculum areas It is to be expected that the effectiveness of atechnology co-ordination team also depends very much on therecognition and support given by the school leadership However therole expected of the technology co-ordination team and the statusand reward given to technology co-ordinators seem to vary greatlyeven across schools within the same system reflecting very differentperceptions and management practices of principals (Law et al2001)

In addition to the provision of technology co-ordination andappropriate staff development opportunities the support availablewithin the school is also very important in enabling teachers to make


81


effective use of technology in their teaching practices There aretwo kinds of school-based support that are needed Firstly on-sitetechnical maintenance and support services to teachers and studentsare crucial to ensure that teachers have confidence in executingcurriculum plans that involve the use of ICT Another more crucialform of support is in the pedagogical and curriculum areas It wasfound that ICT co-ordinators often play the role of planning and co-ordinating for infrastructure development as well as staff developmentwithin a school They may also contribute to the curriculum and thepedagogical change process in a school if the goal of implementationis envisioned to be an opportunity to lead to lsquoemergent practicesrsquo andthe establishment of an lsquoemergent paradigmrsquo in the school (Pelgrumand Anderson 1999) The SITES-M1 study found that in manycountries the most prevalent arrangement for the transfer of ICT-related knowledge within schools is through the ICT co-ordinatorProviding mechanisms for information and expertise on new ICT-using approaches to teaching and learning so that these can be sharedamong teachers in the schools is thus a key strategy for leading ICTintegration

As mentioned earlier settings whereby teachers work in isolationare not conducive to the development of a collaborative culture formutual assistance and school improvement Organizationalencouragement and support for the establishment of communities ofpractice for teachers within and beyond the school would be importantfactors to support change This can be achieved at the school levelthrough the ICT co-ordination team as well as other school-levelorganizations Various teacher professional organizations and othereducational organizations may also play an important role in supportingprofessional development and change at regional national andinternational levels through the provision of channels for experienceand resource sharing

Instituting sustainable change and innovation care forold and courage for new

The remainder of this chapter examines some specific criticalissues and strategies for implementing ICT in school education To



82

summarize the discussion so far successful implementation will requirefundamental changes in the following key aspects

1 Teaching and learning need to shift their focusbull from content to processbull from cognitive development to metacognitive and affective

developmentbull from learning as an individual enterprise to learning as a

collaborative endeavourbull from learning as reproduction of what has already been

known to production of new understandings and solutions

2 The roles of teachers and learners need to changebull from teachers as the authority and custodian of knowledge

to facilitators and co-learnersbull from learners as passive recipients of defined knowledge

and skills to knowledge workers actively engaged in learningabout and solving personally meaningful problems

3 The nature of schools needs to changebull from being providers of well-defined educational services to

becoming learning organizations engaged in preparing childrenand youth for life in the twenty-first century

Given the complexity of the change to be instituted the questionof how to ensure that the change is effective (rather than expedient)and sustainable (rather than transient) is crucial As Heppell (2000)pointed out ldquowith new technologies between denial and adoption isthe space for innovation and that is where radical progress is maderdquoOne important feature of innovation is that while the intended directionof change is known the exact form of the practices has to be evolvedand the driving forces for such practices to emerge is not yet fullyunderstood It is in this context that the SITES-M1 study broadlycategorized ICT-using classroom practices into lsquoemergentrsquo andlsquotraditionally importantrsquo ones (Pelgrum and Anderson 1999)Furthermore for the emergent practices to replace existing onescare and respect must be given to existing practices and organizationsThe change has to be gradual As Plomp et al (1996) pointed outldquoTo initiate an emergent practice it takes creativity to maintain its


83


development and bring the experiences to useful results it takesendurance but to keep up the intention of replacing existing practicesit takes couragerdquo The same document provides a very helpful figurefor the conceptualization of the change process (Figure 51)highlighting the need for the change programme to not be exclusivelyaimed at realizing the future but also to take care of the existingpractice


amountof

resources

care for old

courage for new

time

Source Plomp ten Brummelhuis and Rapmund 1996 32

Using this framework the implementation of ICT in schools willneed to bring in new practices and new forms of professional supportand education so that ICT can be used to support traditionallyimportant teaching practices (lsquocare for oldrsquo) as well as the developmentof emergent teaching practices (lsquocourage for newrsquo) (Plomp et al1996) Implementation strategies to encourage the use of ICT intraditionally important teaching practices (as lsquocarersquo) would include

bull the provision of training on baseline technology skills for teachersand students

bull the provision of a good technology infrastructure includingcomputer access and network connectivity to teachers andstudents



84

bull challenging the teacher education institutions to systematicallyintegrate ICT into the teacher education programmes as well asto become actively involved in supporting the change processand

bull the establishment of centres for learning technology in teachereducation institutions to support the systematic integration of ICTfor educational purposes within these institutions as well as in theschools affiliated to them

On the other hand implementation strategies to support thedevelopment and widespread adoption of emergent teaching practices(as lsquocouragersquo) would include

bull the stimulation solicitation and funding of project proposals thataim to create examples of desired future arrangements of aneducation that integrates the use of ICT in ways that woulddevelop studentsrsquo lifelong learning abilities and move schools inthe direction of a learning organization

bull the establishment of experimental teacher education programmesto develop new approaches to teacher education with the aim totransfer knowledge and experiences to regular trainingprogrammes and

bull to engage universities and research centres in research integratedwith programmes of action on the use of technology in educationto develop an adequate knowledge base to guide school efforts

Partnership and leadership

While leadership is critical to the successful implementation ofchange top-down approaches to change would not lead to effectiveand sustainable changes in teaching practice There needs to bepartnership or shared participation in vision building andimplementation decisions with staff members within the institutionOn the other hand research also found that a whole-school approachto change involving participatory decision-making does not in itselfguarantee success Fullan (1999) cited a number of studies wherehigh levels of participation in decision-making took place but whichdid not lead to changes in teaching strategies or increases in teacher-


85


teacher collaboration He concluded that participatory leadershipwould not lead to changes in teaching practice unless the participatorydecision-making was focused on the central issues of curriculum andinstruction

Leadership for change would be greatly facilitated by theestablishment of strategic partnership with members outside of theschool staff community Schools and teachers should look foropportunities to join forces with students parents and otherstakeholders community groups and organizations for physicalresources and human resource expertise support as well as moral andpolitical support It has been observed that some of the schools in theSITES-M2 study have taken advantage of the use of technology tobroaden the scope of contact and learning experience of studentsbeyond the classroom walls Many of these cases have also involvedindividuals or institutions from the community in various aspects ofthe curriculum process in some form of partnership arrangementPartnership would be greatly strengthened if it was coupled withparticipatory decision-making This often includes changes in themanagement structure of schools so as to empower schools and theirmembers Schools should be given increased autonomy fromcentralized bureaucracies and school-level decisions should involveparticipation from teachers as well as other stakeholders such as parentassociations and student representatives Schools could also establishregional or international partnerships with other schools andcommunities through some established international networks such asthe iEARN11 Thinkquest12 and WorldLinks13 A system approach tochange leadership (as illustrated in Figure 11) should involve theparticipation of different partners that are variously involved witheducation in schools

11 httpwwwiearnorg12 httpwwwthinkquestorg13 httpwwwworld-linksorg



87

VI National educational policy and implementationstrategies in ICT

National policies and implementation strategies on ICT in educationdiffer between countries depending on the national priorities economicand cultural contexts as well as the wider educational systemic contextand changes currently in place in the respective countries This chapterdescribes the variety of policy goals and implementation strategiesadopted by different countries highlighting the contextual factorsand also discusses their impacts and implications

Varieties of policy goals

While ICT started being used in education over more than twodecades ago the establishment of explicit comprehensive national orregional educational policies and implementation strategies for ICT ineducation is a relatively recent phenomenon While some developedcountries may have developed IT masterplans that encompassededucational components about a decade ago or more most IT-in-education masterplans emerged within the past few years In fact aWorld Bank report (Bank 1998) pointed out that ldquomany governmentsstand at the threshold of the twenty-first century without clearly definedplans and strategies about the use of educational technologyrdquo Nocountry can afford to ignore the need to introduce ICT into theeducation system However as the report pointed out many countriesare investing heavily in this area without having clear plans andobjectives This chapter reviews the variety of goals and strategies aswell as their impacts on development in different countries as areference to those who are interested or involved in strategic planningin education

It is predictable and clearly observable that national prioritiesand strategies for ICT implementation in education differ widely fromsystem to system It is however noteworthy that though there are



88

wide variations in terms of the structure of the education systemsand other economic and social contexts there are also strongsimilarities in the pathways of change in terms of the goals forintroducing ICT into the school curriculum Generally the introductionof ICT into the curriculum would go through different phases typicallystarting with teaching about computers then moving towards teachingwith computers and many countries now aim to integrate the use ofICT in teaching and learning for educational innovation The keydifferences across countries often lie in the current state ofimplementation and the implementation strategies used It is possiblethat the similarities in the pathways of change could be attributable tothe increasing globalization making the perceived economic impactand imperatives of ICT developments much more internationallyaligned than the socio-political realities

Training IT professionals

The earliest co-ordinated efforts to introduce ICT into thecurriculum at the school level started around the early 1980s Asrevealed by the First CompEd Study (Pelgrum and Plomp 1993) themost prevalent use was in the form of studies about computers andcomputing that is the computer was used as an lsquoobjectrsquo of study(Plomp et al 1996) Computing and especially programming wasthe earliest form of this type of course to be introduced into the schoolcurriculum (either as an independent subject or as part of an existingschool subject eg mathematics) often on the grounds that this wouldhelp students to develop problem-solving abilities through programmingThe perceived need to meet the demands for IT professionals in theworkforce was in some cases initially met through the introductionof IT subjects into the senior levels of the school system This is nolonger an important goal in ICT-in-education masterplans though thelearning of informatics still dominates the actual use of IT in the schoolcurriculum in some relatively weak economies such as those of theSlovak Republic and Malaysia

Delivering an IT-literate workforce for national development

As the use of computers began to permeate all facets of life ndashwork leisure and business ndash there emerged a need to produce a


89

National educational policy and implementation strategies in ICT

general workforce that is literate in basic IT competences Thecurriculum focus was not on in-depth technological skills andcapabilities but on general IT literacy as basic productivity skillsStarting from the early 1990s some countries began to introducecomputer literacy-oriented curricula at the primary level Howeverat this level computer literacy skills are generally not taught as aseparate subject but integrated into the general school curriculumThis goal is still very prominent in many education masterplans Forexample the recently released South Korean ICT in EducationMasterplan declared ldquothe Korean Government will establish acomprehensive and nationwide information and communicationinfrastructure to reinforce ICT in education and help grow theinformation and communication industry The government will alsoprovide additional resources for educational policy to enhance thepeoplersquos information literacy in a bold vision to make the nation themost computer-literate in the world by 2002rdquo (Korean Ministry ofEducation 2000)

One of the challenges of integrating IT literacy into the curriculumis the training of teachers While the introduction of computing subjectsas new areas of study requires each school to have a few teacherswith specialized knowledge and skills the integration of IT literacyputs demand on a far greater number of teachers including teachersfrom non-technical backgrounds This is particularly challenging atthe primary-school level

Enhancing education effectiveness

Explorations on how computers can be used to enhance educationeffectiveness began as early as the 1950s in university computerdepartments Most of the explorations before the 1980s wereconcentrated on developing tutorial drill and practice-type applicationsA later foray into such applications took advantage of the greaterpower of computers to integrate artificial intelligence algorithms withtutorial applications to create systems that can tailor suitable instructionmethods for specific learners based on comprehensive models of learnercharacteristics taken from large numbers of learners Such applicationsare generally referred to as intelligent tutoring systems However thecomplexity and challenge of building up adequate systems of this kindturned out to be much greater than initially anticipated Thus though



90

the application of artificial intelligence to education is still an importantarea of research this kind of application is rarely found if at all inschools

Since the 1980s even though the use of information technologyfor instructional purposes did not have a major impact on the schoolcurriculum a lot of interesting explorations have already taken placethat went beyond the metaphor of computers as tutors These includedusing computers as tools and tutees (Taylor 1980) and thedevelopment and use of cognitive tools built on models of learning inspecific subject domain areas (Solomon 1986) which continued toflourish into the 1990s and beyond Applications within the categoryof cognitive tools include various kinds of simulation programmesand modelling tools From the use of computers in the tutee modeevolved conceptions of a new method of learning a constructionistmodel (Papert 1980 1993) that stressed learning as a productiveactivity where students learn through active engagement in a creativeprocess

In conjunction with the increasing interest in using computers toenhance learning computer-aided learning (CAL) software began tobe published to address the needs of this growing education marketand many national ICT policy plans published in recent years includestrategies to increase the availability of and access to electronic learningresources for schools Within this context it is interesting to note thatin countries heavily influenced by the Confucian Heritage Culture(CHC) (Biggs 1996 Watkins and Biggs 1996) their national ICTimplementation has tended to include a new role for lsquoIT literatersquoteachers that is not generally found in other countries that of theteacher as the designer and producer of electronic learning resourcesFor example in Hong Kong Chinese Taipei and Mainland China someof the teacher education courses organized by the government aim toteach teachers to develop multimedia teachinglearning resources andto use authoring tools to develop computer-aided educational softwareThe introduction of computers into the curriculum to improveeducational effectiveness in these systems has led to a predominantuse of computers as electronic presentation tools by teachers in whole-class teaching This seems to be closely related to the importance ofteacher-centred instruction and the central role of the textbook in


91


defining the implemented curriculum in these education systems TheSITES-M1 results also revealed that there was a greater dominanceof teacher-centred traditionally important pedagogical practices in theseeducation systems as well as a relatively much higher presence ofprojection facilities such as LCD projectors in terms of the ICTinfrastructure present in these systems

With the increasing attention paid to social constructivist modelsof learning and the advances in computer-mediated communicationtechnologies there emerged towards the end of the 1980s explorationsin the use of ICT to support the development of knowledge-buildingcommunities ndash communities of learners who do not simply take inlsquoknowledgersquo as created by others but who engage actively incollaborative meaning-making and the construction of a personalunderstanding that can be shared with others (Scardamalia andBereiter 1991 1994) This type of work continued to flourish andgained momentum from the mid-1990s as Internet technology becamemore developed and infused into society at large Various projectsthat promote the formation and development of teacher professionaldevelopment in cyberspace also flourished eg TAPPED-IN as wellas projects that provide learning contexts and supports for studentsrsquolearning in global collaborative projects (eg ATampT learning networkKids as Global Scientist etc) The concepts of knowledge communitiesand learning organizations have become popular as society movesfrom the industrial era into the information age It is also important tonote that in these developments the use of technology is not simplyto make learning effective in the traditional sense These areexplorations involving technological innovations to bring aboutpedagogical changes that would otherwise not be possible As suchthese are innovations that provide a good basis for realizing the moredemanding goal of using technology to support educational changeand reform that will be discussed in a later section

Enhancing education access and equity

Another important national educational goal related to the use ofICT that is often pursued is to extend educational provisions and toimprove equity in educational opportunities through enhanced distanceeducation provisions The World Education Forum (2000) listed



92

lsquoharness new information and communication technologiesrsquo as oneimportant strategy to help achieve the Education for All goalsHowever the Dakar Framework for Action also cautions that to beeffective the new technologies should serve rather than drive theimplementation of education strategies and that ndash especially indeveloping countries ndash ICT should be combined with more traditionaltechnologies such as print and broadcast radio to achieve bettereffectiveness This situation is in fact observed in many developingcountries For example in China where a substantial proportion ofthe population lives in remote areas of the country the use of ICTcoupled with satellite communications greatly improves the range ofeducational resources and education opportunities available to peoplein these areas (Jun 2001 Liu 2001) However distance educationofferings in developing countries still use predominantly the moretraditional media such as broadcast radio and television (von Eulerand Berg 1998) Perraton (2002) made a strong case for discriminateuse of different technology media for educational delivery such asradio television videoconferencing and CD-ROM as there are largedifferences in the cost per student learning hour across these differentmedia The technology used should be justified on educational groundsin relation to the expected impacts derived from the medium chosenfor delivery

Equity issues are also of concern in the more developed countriesStudies in developed countries also suggest that information technologycan cause substantial increases in inequity (Rodriguez and Wilson2000) Some countries have explicit policies to ensure that societydoes not create new inequalities because of the emergence of a digitaldivide between those who know and those who do not (NorwegianState Secretary Committee for IT 1996) In addition ICT is oftenencouraged in open learning provisions in developed countries toprovide greater opportunities for citizens to pursue lifelong learning

Education reform to prepare for challenges of the twenty-first century

As the world moves towards an ever more global moreknowledge-based economy many societies are also experiencing achange in the ability profile of their human resource needs (Riel and


93


Fulton 1998) As the creation and dissemination of knowledge areperceived to be of paramount importance education does not onlyhave to go beyond the framework of initial schooling (ERT 1997)but the goals and processes of initial schooling should change Startingfrom the mid-1990s there appeared a number of national and regional-level documents detailing masterplans in ICT use in education whichoften accompany or precede nationalregional changes in the schoolcurriculum ICT was often perceived in these documents as a crucialvehicle for educationalpedagogical reform (Pelgrum and Anderson1999) ldquohellip it seems reasonable to assume that in forthcoming yearseducation systems in many countries will continue to be confrontedwith pressure to adopt and implement educational programmes thatreflect new ways of learning in order to prepare citizens for theinformation societyrdquo A key component of such preparation would beto cater to the growing need for lifelong learning in a world wherethere is a rapid rise in the amount of information available and a needfor more frequent career changes

Kinelev (2000) declared ldquothe creation of an education systemcapable of preparing people to live in the changing world is one of thecrucial and urgent tasks of modern societyrdquo It is thus not surprisingthat many governments in putting forward their IT-in-educationmasterplans expound a vision of bringing the nation into the topcountries in the world in terms of education A key focus in suchmasterplans is the development of a workforce capable of meetingthe challenges of the twenty-first century (eg PCAST 1997 SingaporeMinistry of Education 1997 Korean Ministry of Education 2000)Here the twenty-first century skills targeted are generally not on specificknowledge or skills whether technical or conceptual but moreimportantly on the learnersrsquo metacognitive and affective qualities (egSingapore Ministry of Education 1997 Education and ManpowerBureau 1998 Danish Ministry of Education 1997) The metacognitivequalities included in these policy documents were creative thinkinglifelong learning abilities and the ability to co-operate andcommunicate The affective qualities included were a sense of socialresponsibility that includes value judgements and behavioural normsin cyberspace and the readiness to understand other cultures andways of life



94

To achieve such goals a large part of the challenge is to bringabout a change in the nature of schools and a fundamental change inthe school culture This requires changes in both the goals of educationand pedagogical practices and has to involve everyone in the schoolbe they teachers or learners

In some developed countries such as Finland where the countryalready enjoys high education access an important priority for theimplementation of IT in education is to prevent the creation of asocial divide that may result from a lack of technical skills or inequitiesin access to information for particular sectors of the community Thusthe national education strategies move away from a lsquoonce-and-for-allrsquo mode of training to lifelong learning and focus attention on ensuringaccess to cultural services and equal opportunities to use such servicesThe goal is to establish a lsquoculture-oriented information societyrsquo (FinnishMinistry of Education 1999) To achieve such goals in addition tothe provision of appropriate ICT infrastructure and the developmentof basic information skills for all the implementation needs to includea comprehensive information strategy For example in the Finnishinformation strategy access to information is a fundamental right ofall citizens and the public library system is regarded as the core ofFinnish cultural democracy

Implementation strategies

Chapter 5 discussed the complexities involved in leading ICTimplementation at the school level Leading change at the nationallevel is far more complex and challenging In reviewing the ICTimplementation strategies that different education systems haveemployed one can broadly classify them into four main categoriesSome strategies specifically address issues related to funding andresource allocation whether the implementation should be fundedcentrally or locally ways to make more cost-effective provisions forthe ICT infrastructure and incentive programmes to encouragechange and innovation The second set of strategies tackles theproblem of how to explore and develop viable models of innovationat classroom and school levels Another set of strategies includesproviding mechanisms for supporting development and the sharing of


95


digital curriculum resources among students and teachers There isalso a set of strategies that some countries have used to supportvarious aspects in the implementation process

Funding for ICT implementation centralized versusdistributed

Implementation strategies in ICT education policy plans could bebroadly categorized as centralized or distributed (which may involvestate andor district levels) similar to the case of system-leveleducational policy implementation in general The specific model ofimplementation adopted for ICT is thus generally dictated by the natureof the education system For example both Singapore and Hong Konghave rather centralized education systems and both have a detailedIT masterplan that prescribes clear strategies targets timelines andbudget allocations In Singapore the IT masterplan calls for a reductionof 10 to 30 per cent of the curriculum content so as to free upcurriculum time for the inclusion of ICT within the curriculum aswell as to infuse thinking skills into lessons (Singapore Ministry ofEducation 1997) In addition some policy statements may also specifya target for exploiting ICT as a tool for learning In this context bothHong Kong and Singapore have announced expectations that ICT willbe used in 25 per cent of curriculum time across various school subjectsat the end of the implementation period (Law 2000b)

On the other hand in many education systems that are centralizedin terms of curriculum and education policies the actual implementationand funding support are delegated to the local regional or districtlevels Japan Korea Chinese Taipei and New Zealand are examplesof such systems One issue that arose during implementation in suchsystems as well as in systems where there was no centralized educationpolicy was that there can be wide disparities across regionsdistrictsdue to the different resources available locally as well as the differentlevels of importance given by the local authority Many systems havethus developed strategies to stimulate and support system-wideimplementation

Irrespective of the specific policy goals or implementationstrategies used some common strategic elements are found in



96

essentially all implementation plans ICT infrastructure teachertraining digital curriculum resources and technical support as theseare the necessary preconditions for widespread curriculum use of ICTHowever the priorities for resourcing within each of these strategicelements and the attendant conditions for these to be provided willdiffer greatly and will depend on the policy goals as well as theadministrative structure of the respective education systems Some ofthe prevalent system-wide strategies are discussed in this section

Funding for ICT implementation baseline provision ofICT infrastructure and collective bargaining

A popular strategy to ensure access and encourage fasterimplementation is to set up funding programmes for some baselineprovision of ICT infrastructure across the system For example JapanKorea and Chinese Taipei have implemented such plans as part oftheir national IT masterplans Some systems have also made use ofthe collective bargaining power that could be gained with the entireeducation system as the client base to negotiate for cheapsubsidizedInternet access for schools Examples of this kind of strategy are theE-Rate programme in the USA and the National Grid for Learningarrangement in England

Funding for ICT implementation incentive programmes

Another popular strategy is the provision of incentive programmesby the central government This is in fact practised in the USA whereeven curriculum and educational policies are delegated to the statelevels Here while the state does influence what happens in its publicschools through policies and practices such as funding patternslegislation and teacher licensing specific implementation is left to theschool districts concerned The federal government traditionally hashad very little direct control or influence over the nationrsquos schoolsschools receive only a small percentage of their funding from thenational government and there are no national policies for educationHowever as pointed out by Anderson and Dexter (2003) the USDepartment of Education does influence ICT implementationnationwide through making extra funding available for Congressionalor Presidential initiatives and through crafting and disseminating


97


national reports and recommendations The US Federal Governmentalso funded Regional Technology Consortia Programs throughout thecountry to provide professional development technical assistanceand information dissemination about ICT

Developing models of good practices nationallyadministered schools as role models

In India the education system is totally devolved and the centralgovernment has no direct influence on schools in the nation exceptfor the 1500 (approximately) government schools directly operatedby the federal government The strategy used in India was to establishICT policies and strategies for the government schools which wouldthen act as models for other schools nationwide (Mallik 2003)

Developing models of good practices pilot projects

There are also strategies used in many systems that were adoptedirrespective of whether the system was centralized or not A verypopular strategy in implementation in centralized and non-centralizedsystems alike is the use of pilot projects of various kinds to developprototypes for implementation as well as to act as role models fornon-pilot schools One very common form of such projects is theestablishment of technology-rich schools to explore the emergence ofnew models of schools in terms of infrastructure organization andlearning outcomes where the schools are equipped with state-of-the-art ICT infrastructure to match as closely as possible the lsquoschoolsof the futurersquo Examples of this include the headlight projects in theUSA14 the pilot schools in Hong Kong (Education and ManpowerBureau 1998 Law Yuen and Wong 2001) and the smart schools inMalaysia (Smart School Project Team 1997)

14 For example httpwwwedgovdatabasesERIC_Digestsed368809html



98

Digital curriculum resources establishing an on-lineeducation resourceseducation portal site

National education portals such as the National Grid forLearning15 in the UK the EduMALL16 in Singapore MySchoolNetin Malaysia17 the EduCities18 in Chinese Taipei Kennisnet in theNetherlands19 and the EdCity20 in Hong Kong were generallyestablished with the aim of providing schools teachers and studentswith free access to a vast wealth of information and often involvingclose partnership with the private sector

Digital curriculum resources resources for indigenouslanguage and culture

While the pervasive adoption of Internet technology has led tothe increasing connectedness of communities around the world and aredefinition of lsquodistancersquo many countries also recognize the threatthat such increasing globalization poses to the indigenous languageand culture The pervasive presence of English-language materials onthe Internet may lead to an over-dominance of the culture and valueembodied by English-language materials on the younger generationThus in many countries there are explicit policy statements to developelectronic resources in the native language and of the native historyand culture (for example Norwegian State Secretary Committee forIT 1996 Waitayangkoon 2003)

The development of on-line software platforms forauthoring indigenous materials

Malaysia has developed an on-line software platform for theauthoring of indigenous materials titled the ComIL project (SmartLearning Systems nd) This project was put in place in order to

15 httpwwwngflgovuk16 httpwwwmoegovsgedumall17 httpmyschoolnetppkkpmmy18 httpwwweducitiesedutw19 httpwwwkennisnetnl20 httpwwwhkedcitynet


99


provide an authoring platform that is both financially affordable andcapable of supporting the development of indigenous language contentwhich is of strategic importance in promoting a nationwide adoptionthat would not compromise national identity and priority Howeversuch efforts may also encounter difficulties because of the relativelyweaker position of lsquominority languagesrsquo as well as the lack of marketintelligence in such systems For example the ComIL project suffereda setback at one stage because of changes in the operating systemsthat are monopolized by the major international corporations likeMicrosoft which was outside of the control of small economies(Hashim 2003)

Supporting implementation recruiting students fortechnical support

The provision of technical services and support is an importantstrategic element in the implementation of ICT in schools This isespecially challenging for developing countries in terms of both financialand human resource implications Some countries have developedtraining programmes for students to provide volunteer technical supportin schools For example Malaysia has implemented a DIY-PCAssembly (Hashim 2003) programme for high-school students sothat they can learn some useful skills while also supporting their ownschools in their ICT-development plans At an international level theAPEC Cyber Education Consortium has also developed a YoungInternet Volunteer programme21 to support ICT-in-educationdevelopments in the region

Supporting implementation cascading teacherprofessional development

While formal teacher training has mostly been organized in theform of traditional courses informal forms of teacher professionaldevelopment have been reported to be of great importance (Pelgrum1999b) Often informal modes of training involve school-based on-site training by colleagues within the same school Singapore hasdeveloped a cascade model of site-based professional development

21 httpwwwacenorkryiv



100

to extend this form of professional development The governmentrecruits a team of experienced teachers as senior IT instructors orcoaches who will fan out to schools to train and help teachers toincorporate ICT-facilitated learning strategies into their learningpractices (Singapore Ministry of Education 1997)

Supporting implementation leadership developmentprogrammes

In countries where the established vision involves changingcurriculum goals and pedagogies among the most pressing challengesof implementation is how to lead various educational institutions tomake the institutional changes necessary to become learningorganizations (Danish Ministry of Education 2000) Some policy planshave identified leadership as another important strategic element Forexample the Danish IT masterplan stated that ldquothe favourabledisposition and commitment of leadership is decisive if IT developmentis to become firmly rooted in the core activities of the education sectoramong teachers pupils and students in the formulation of objectivesand strategy and involve the personnel of the institution in achieving alocal commitment and clarification of its own goalsrdquo (Danish Ministryof Education 1997) Likewise both New Zealand (the PrincipalsFirst programme (Brown Chamberlain and Shoulder 2003)) andEngland (the Virtual Heads22 and Talking Heads23 programmes) havealso developed programmes for the professional development of schoolheads to help them realize and face the challenge of leading a schoolin the information age At an international level the need for goodpractices and role models in leadership is also widely recognized anda model of a multi-level integrated approach to practicechange-oriented vision building and strategic planning is being piloted in anAPEC Education Foundation-funded e-leadership programme24

Supporting implementation partnership

As the implementation of a system-wide ICT-in-education planis very complex and extremely resource-intensive in terms of finance

22 httpwwwncslorgukindexcfmpageID=16_VH23 httpwwwncslorgukindexcfmpageid=1624 Details available from httpaceccitehkuhk


101


and expertise many countries have included partnership strategiesthat involve the private sector in their implementation plans Forexample in the five-year IT strategic implementation plan in HongKong one of the strategic elements was identified to be thedevelopment of a lsquocommunity-wide culturersquo (Education and ManpowerBureau 1998) Negotiation and collaboration with the private sectorwas evident in many aspects of its implementation The developmentof the National Grid for Learning in England (Selwyn 1998) and theE-Rate programme in the USA are also examples of partnershipprogrammes with the private sector

Another dimension of partnership for enhancing more effectiveICT implementation is to establish andor to take advantage of variousinternational projects and networks Examples of such networks includethe iEARN25 Thinkquest26 and the European Schoolnet27 whichorganize joint-school collaborative projects or provide frameworks inwhich schools can set up such projects There are also a number ofnetworks created specifically to support education developments indeveloping countries internationally ndash such as WorldLink28 and theInternational Literacy Institute29 or regionally ndash such as the UnitedNations Economic Commission for Africa30 Such partnershipinitiatives are often referred to as projects that encouragesupport theestablishment of communities of educational practice Some of thecommunities have a strong orientation towards collaborative researchand development which may involve developing a commontechnological framework and standard31 or which may focus onpromoting general education advancement such as the University andTechnology-for-LiteracyBasic Education Partnership in DevelopingCountries32

25 httpwwwiearnorg26 httpwwwthinkquestorg27 httpwwweunorg28 httpwwwworld-linksorg29 httpwwwliteracyorg30 httpwwwunecaorg31 For example the Educational Object Economy Foundation httpwwweoeorg32 httpliteracyorgproductsiliwebdocsUTLPcontentshtml



102

ICT policies and national development issues andchallenges

According to Rodriguez and Wilson (2000) rich countries areaccumulating more advantages from technology with time The averagegrowth rate in the Information Technology Productivity (ITP) ofdeveloped countries was 23 per cent between 1994 and 1996 whilethat of poor countries was only 18 per cent over the same period Theresult is a widening gap in the global distribution of ICT The studyinterpreted the findings as a reflection that ICTs require a sophisticatedenabling environment of hardware and policies before they cancontribute efficiently to economic growth There are negative economicsocial and political consequences arising from the growing ICTdisparities between have and have-not nations The study shows agap between rich and poor countriesrsquo access to ICT that is staggeringWhile the average OECD country has about 11 times the per capitaincome of a South Asian country it possesses 40 times as manycomputers 146 times the mobile phones and 1036 times the Internethosts On the other hand even among countries at roughly the samelevel of economic development with roughly similar economicstructures there are significant differences in ICT availability andutilization While it is true that rich countries are concentrating moreof their gains in technology with time there is one developing regionEast Asia which seems to be keeping up with the rich countries inthis respect

The impact of ICT on the issue of equity appears to be complexbeing very different in developing countries compared to developedcountries While technology has the potential of bringing widenededucational opportunities to more remote areas especially in developedcountries the demands on infrastructure investment often means thatfor developing countries the introduction of information technologyinto schools becomes confined for a long time to the urban areasthus widening the divide between urban and rural areas introducinga digital divide to the existing economic and educational dividesDeveloping an appropriate ICT-in-education policy and implementationstrategies at a nationalsystems level is a challenge that no educationsystem can afford to overlook Based on the discussions in the current


103


and the previous chapters policy-makers need to pay careful attentionto the following issues and dilemmas when deliberating on ICT-relatededucation policies and strategies

Entitlementenabling factor versus non-ready wastage ofresources and unproductive use of technology

Access to ICT and ICT-supported educational experiencespotentially offers learners valuable opportunities to learn new skillsand new competences for effective functioning in the twenty-firstcentury and should arguably become part of the entitlement of citizensIt is also on this basis that large amounts of money have been allocatedto the realization of IT-in-education masterplans in many countriesHowever success in implementation depends greatly on theunderstanding and readiness of the many stakeholders involved in theprocess On the other hand the shelf-life of ICT products andconfigurations is generally very short A strongly ICT infrastructure-led development plan may thus lead to wastage of valuable resourcesif the teachers and principals are not prepared or if the understandingof the purpose is merely a technological one such that the impact ofthe introduction of technology becomes rather limited

Monitoring measurable targets versus evaluating less tangibleoutcomes

Another issue that many policy-makers need to tackle is that ofmonitoring and evaluation Given the scale of investment normallyassociated with an IT-in-education masterplan and the eager anticipationof system-wide impacts resulting from the implementation there arealways strong pressures to monitor and report on the outcomes of theimplementation It is generally relatively easy to develop indicatorsand to provide data on specific implementation targets for each of thekey strategic implementation elements such as the availability ofinfrastructure (eg computerstudent ratio) and the number of hoursof staff development available etc However to evaluate whether thegoals for implementation have been achieved (ie whether studentshave really achieved the new abilities identified as being important forthe twenty-first century and whether schools have changed intolearning organizations capable of continually renewing themselves) is



104

much more difficult and yet more important for informing policy andpractice

Disseminating good practices versus scaling upinnovations

It is common in the education field to identify cases of successfulimplementation and to disseminate it to others for adoption It is oftenanticipated that such dissemination will need to provide detaileddescriptions of the physical infrastructure technical know-how supportavailable curriculum context of the implementation and how it wasconducted However the dissemination of innovation cannot besuccessful if the learning within or across institutions in this process issimply conceptualized as one of replication Leadership is essential ininnovation adoption as it requires that everyone involved go through adeep learning process and undertake a role change at an individuallevel while the institution as a whole will need to undergo a culturalchange in order to become a learning organization For adoption ofinnovation to be successful it has to be a creative innovative processfor all those involved in the adoption

Leadership and change management centralized versuslocalized implementation

Another issue that policy-makers need to tackle is the balancebetween centralized top-down strategies and allowing room for localinitiatives to flourish As Fullan (1994) has aptly pointed out thedifficulty with top-down strategies is that the dynamics and complexityof even individual organizations are too big to be totally predictableand controllable Furthermore situations are always changing andthis requires complex decision-making at various levels to cope withthem On the other hand studies have also shown that simply wideningparticipation and empowering people does not guarantee that systemicimprovement will occur A participatory approach to change may betoo slow and ill-defined and prone to failure due to resistance fromsome of the stakeholders Fullan thus argued that a lsquosandwichrsquoapproach is necessary such that there is a strong consensus on avision and the direction of change from the top as well as a strongparticipatory culture from below to implement the change


105

VII Looking into the future

In this chapter an attempt is made to provide a description of thekind of goals and implementation strategies that are likely to be usefulfor the short to medium term (up to 2015) for two broad contextssystems that have already attained some level of success in ICTimplementation in education and systems that are just at the beginningstage of ICT implementation

Introduction

In the previous chapters the trends and developments of majorconcern in ICT use in education throughout the world have beenreviewed This chapter makes some projections about the use of ICTin the future Furthermore recommendations are also made forstrategies concerning further ICT development in education for policy-makers and educational planners In considering ways forward theauthors have been very much aware of a wide digital divide acrossnations and that recommendations need to be differentiated accordingto the national context and the current state of development

In a substantial number of countries computers have alreadybeen used in education for more than 15 years Furthermore startingfrom around the mid-1990s many countries (or more accuratelyeducation systems) began to establish comprehensive ICT-in-educationpoliciesmasterplans which often formed an integral part of nationalefforts towards adaptingreforming education to satisfy the needs ofthe information society ICT was conceived as one of the importantfacilitating tools that could foster the development of new competencesand abilities in learners It was heartening to note that according tocase studies from the IEA and the OECD groups of early innovatorssuccessfully generated innovative educational practices that fosteredstudent-directed learning supported by the use of ICT However inmany education systems the effects of these innovations did notbecome visible immediately Rather it may be argued that in the period



106

from 2003 to 2013 many obstacles will still need to be removed beforea majority of teachers will be ready to apply new pedagogicalapproaches How the influence of these innovations might be extendedsuch that they become a regular feature in most schools and act asstimuli for further pedagogical and technological innovations is oneof the challenges that the more developed countries face in theimplementation of ICT in education

At the same time there are countries that are just beginning todevelop national policies and strategies for introducing ICT intoschools Many of these countries are economically less developedand suffer from a low density of computers as well as a lack of technicalexpertise in schools These countries also face important challenges ineducation including the improvement of education access to bringabout general language literacy and numeracy In order to be able tojustify economic and human resource investments the governmentsin these countries need to be able to demonstrate that ICT can facilitatethe solution of these fundamental problems

In an APEC workshop on e-Educational Leadership33 held inearly 2003 participants coming from 10 member economies in theregion worked on identifying the key aspects of good leadership inICT in education and on developing cross-national partnerships inleadership in policy-making and the implementation of e-Educationinitiatives While participants came from different sectors of theeducation system (including key ministerial personnel in charge ofICT policies and strategies in education technology planners anddevelopers teacher educators and researchers as well as principalsand teachers) and from a variety of national developmental contexts34there was a strong consensus on the following as guidelines forleadership in ICT in education

33 For details see httpaceccitehkuhk34 Delegates participating in the workshop came from the following economies

Chile China Hong Kong Chinese Taipei Indonesia Japan Mexico NewZealand Philippines South Korea and Thailand


107


bull The vision and goals for ICT in education must align with andsupport the national goals and priorities for educationaldevelopment

bull The use of ICT for learning and teaching should assist in thesolution of key educational problems

bull Learning from innovative experiences of other national or cross-national institutions cannot be accomplished via a simpleduplication process Each local implementation has to take intoaccount the contextual factors and constraints and make appropriateadaptations In this sense all successful cases of technologyadoption or lsquotransferrsquo are in themselves examples of innovationand change

bull Leadership does not only involve key policy decision-makerswithin the ministerial set-up or heads of educational institutionsbut also the creative input and collaboration of personnel atdifferent levels of the system technology planners and developersteacher educators teachers and researchers

bull Multi-level leadership as described above is only possible if thereare conscious efforts to devolve decision-making to the lowerlevels to ensure there is partnership in leadership

bull Technological tools and their uses are not value-free andimplementation goals and priorities should be sensitive to andrespect the local culture and values

There was a high level of consensus among the workshopparticipants who were leaders from very different national contextualbackgrounds At the same time there was recognition of the need fordiversity in the specific policies and solutions that countries developed

For systems that have attained some level of success inICT implementation in education

Many education systems in the developed world have alreadyachieved a good studentcomputer ratio of 10 or lower The majorobstacle for ICT in education in the economically advanced countriesis no longer a lack of hardware but rather that the predominant curriculaand managementorganization structures are still mainly those inheritedfrom the industrial society



108

The aims of ICT in education

The good general access and the pervasive use of computers insociety at large coupled with the number of years that computershave been present in schools have given opportunities to studentsand teachers alike to attain a general basic mastery of informationtechnology literacy However one may doubt to what extent studentsin these countries are able to apply their ICT competences becausein quite a number of countries these competences are still taught inisolated subjects and are not integrated into their daily educationalpractices Teaching students about the use of technology is not relevanteven for very young children if there are no meaningful contextscreated for them in which to use the technology The key issue forfurther development is whether the curriculum reform goals that manysystems have established can be achieved with the use of technologyin a meaningful and authentic way

As results from SITES-M2 reveal irrespective of the state ofnational development there were examples in many countries ofpedagogical innovations in schools facilitated by the use of ICT aimingto develop the lifelong learning ability of students In these innovativepractices students became autonomous learners workingcollaboratively on authentic learning tasks with peers as well as expertsfrom within and outside of the school A system-wide priority forthese systems at the start of the new millennium is to identify thecharacteristics and crucial enabling factors for the establishment andtransfer of the innovative classroom practices using technology andin the process to establish the curriculum goals and pedagogical valuesencapsulated in these practices as the mainstream educational cultureof the system If this cannot be realized ICT will remain isolated oras happened in quite a number of SITES-M2 cases an extra-curricularactivity Another less primary but also important goal is to build onthe research and experiences accumulated in relation to thedevelopment and use of cognitive tools to support more effectivelearning of important concepts or metacognitive skills

To summarize the primary curriculum focus for using technologyin education in these systems is lsquolearning through technologyrsquo


109


supplemented by consolidating the achievements made in lsquolearningwith technologyrsquo

Strategies for system-wide implementation (curriculumissues and strategies for change)

The emergence of innovative uses of technology in schoolsaround the world is no guarantee that these practices will besustainable or transferable The OECD report on case studies ofICT and organizational change (Venezky and Davis 2002) providedimportant insight on strategies for system-wide implementation Firstof all the report pointed out that of the 94 case studies of school-level innovations ICT rarely acts by itself as a catalyst for educationalchange Rather ICT mostly acted as a lever for the developmentand growth that the schools had already planned for Thus ICT mightbe selected as a key enabling factor or focus for change but cleareducational goals and strategies were evident from the start of theinnovation There was no evidence to affirm that just by installingICT in a school innovations and change would follow This is consistentwith research findings that have accumulated since the earlyintroduction of microcomputers (Pelgrum and Plomp 1993) IndeedICT is so versatile and adaptive by nature that it can be tailored tosupport all kinds of institutional and pedagogical ideologies includingteacher-centred instruction and rote learning In planning for ICTdevelopments in education at national regional or school levels thestarting point has to be the establishment of clear curriculum goalsand pedagogical priorities which would not and should not be drivenby ICT

The OECD study (Venezky and Davis 2002) also reported onthe model of ICT diffusion within a school These authors observedthat the traditional diffusion pattern of innovation adoption (as definedby Rogers 1995) held in most cases This model divided potentialadopters into five categories innovators early adopters early majoritylate majority and laggards Adoption normally begins with a smallnumber of innovators who act as change agents and promote adoptionby providing knowledge and training as well as by reassuring potentialadopters that the innovation will meet their interests and needs andthat they are achievable For an innovation to become sustainable it



110

has to go through a process of routinization that is the innovationhas to become incorporated into the regular activities of the schoolIt was found from the case studies that system-level strategies oncurriculum requirements funding for professional development andICT infrastructure had important impacts on propagating change andinnovation The different levels in the education systems were generallyloosely coupled so that principals and teachers at the school levelcould develop their own specific innovations according to their ownexpertise and particular circumstances

Given that a central goal for ICT implementation is to preparestudents for life in a knowledge society the development of studentsrsquoand teachersrsquo information literacy that is the ability to effectivelymake use of various information retrieval systems to access andevaluate information as well as to use knowledge management toolsto organize share and present information should be a curriculumpriority It is thus important that the role and function of libraries andinformation professionals at both school and community levels bestrengthened

It is also important at the policy level to recognize the primeimportance of strengthening research and development on curriculumimplementation and change for monitoring and assurance purposesas well as to provide a source of continuous input to support theprocess of change and innovation For monitoring purposes thereshould be efforts to establish some system-level indicators onimplementation beyond the superficial level of simple studentcomputerratios or the percentage of curriculum time during which ICT wasused Indicators that reflect changes in studentsrsquo and teachersrsquo rolesin the learning process and studentsrsquo learning outcomes beyond theconventional measures of academic knowledge to include themetacognitive and socio-affective outcomes ndash often referred to aslsquotwenty-first century learning outcomesrsquo ndash would be very valuable inthis regard Another important dimension of research is curriculuminnovations and their routinization International efforts in the 1990sto conduct case studies of education innovations at the classroomand school levels (the IEA SITES-M2 and OECD studiesrespectively) yielded important insight for understanding innovations


111


beyond the available literature on innovation which were mainlyconducted as action or experimental research This type of researchshould be encouraged and ways to disseminate the findings to promotesustainability and transfer should be more systematically developed

There is a need for system-level innovation and exploration innew models of assessment There is an accumulation of researchfindings that consistently showed a negative correlation between theuse of ICT and academic performance There might be many possibleexplanations for such results it is also undeniable that conventionalassessment methods do not assess the new lsquotwenty-first centurylearning outcomesrsquo35 Without a system-level change in assessmentespecially in high-stake public examinations the routinization ofinnovation would not be possible This may also be one of the reasonswhy there were fewer case studies reported at the senior secondary-school level compared to those reported at the lower school levels

Planning for ICT infrastructure and support

The ICT infrastructure and support in economically developedsystems are generally well established with good Internet connectivityHowever examination of the SITES-M2 case studies also revealedthat the technologies used in these systems were mostly derived fromgeneral business and office-type application software Thoughcomputer-based cognitive tools such as simulations and modellingtools appeared more than 20 years ago these still played a relativelyminor role in terms of the software tools used in the SITES casestudies This contrasted strongly with the uptake of web-browserssearch engines and e-mail programmes for teaching and learningOne possible reason for this low uptake of cognitive tools may bedue to the fact that they demand a deeper conceptual understandingin the respective subject areas and more complex facilitation skills onthe part of the teachers More importantly these cognitive tools areless familiar to teachers as they are not being publicized by commercialenterprises in the same way as in the case of general applications

35 There is a good collection of research papers on assessment to take account ofthe effects of technology on student learning in K-12 schools at httpwwwsricompolicydesignktfoundhtml



112

Policy-makers could promote the development dissemination andinstallation of these learning tools that are generally constructed onthe basis of rich cognitive research findings

Having established reliable Internet accessibility many schools havebegun to install e-learning platforms However most of the e-learningplatforms that are commercially available are instruction-focused andteacher-controlled It is noteworthy that while many countries haveinvested heavily in the building up of good network connectivity foreducation investment in the research and development of educationallysound e-learning platforms is rather low Research and developmenton e-learning platforms that support collaborative knowledge buildingand sharing among learners and that aid teachers in the provision ofscaffolding and facilitation support to learners should be a priorityarea in infrastructure development

With ICT gaining an ever more prominent presence in schoolsICT co-ordination and technical support are becoming vital for theeveryday operation of a school While the former should be closelylinked to the educational goals and developmental priorities of theschool and is an important part of leadership (to be discussed in thenext section) technical support is part and parcel of a good ICTinfrastructure Though many may argue that on-site technical supportis desirable it is most expensive and would not be feasible in situationswhere the population is geographically dispersed over large areasHere the experience of New Zealand in setting up a remote helpdesk36

may be a viable option These support platforms could also provideattractive and convenient focal points for the establishment ofcollaborative teacher professional networks for the sharing ofinformation and experiences

Another issue that policy-makers face is infrastructure renewaland maintenance While schools in many developed countries havehad computers for instructional purposes for well over a decade thedramatic increase in the computerstudent ratio and the ease of accessto the Internet occurred only in the past 5 to 10 years when thelsquolearning through computersrsquo argument began to take centre stage

36 For details see httpwwwtkiorgnzericthelpdesk


113


Thus in many countries much of the funding provided to schools forICT infrastructure has been classified as lsquonon-recurrentrsquo expensesfor which special allocations had been made Now that the challengeof building up a good ICT infrastructure to ensure adequate accesshas been largely accomplished the setting up of a well thought outand sustainable policy for ICT infrastructure maintenance and renewalneeds to follow Unlike school furniture and laboratory equipmentthe life-cycles of computer hardware and software tend to be muchshorter necessitating the establishment of more long-term budgetingand technology renewal strategies We have observed that in some ofthese countries where the student computer ratio has improved towell under 10 such as in many of the European countries there isstill a relatively high proportion of computers that are of older makesand less powerful configurations (Pelgrum 1999a) The appropriatelife expectancy of computer equipment is certainly debateable andthere are many functions that can be profitably carried out withrelatively old models The cost involved in terms of infrastructurerenewal is not simply that of equipment purchase since the manpowerresources necessary to plan purchase and install the replacementsare significant Two approaches have been taken by some schoolsand educational institutions as an alternative to regular purchase ofnew equipment One approach was to engage in lease contracts sothat the vendors became responsible for the regular upgrading andmaintenance of hardwaresoftware37 The other approach was torequire students to bring their own notebook computers to classes38

As family ownership of computers increases and the costs of mobilecomputer devices drop this last option would become more feasibleand has the advantage of allowing the learner to customize thecomputer to hisher own personal needs This form of computer ownershiphas the additional advantage of reducing the costs of maintenance andthe costs associated with the physical accommodation of computers in

37 There are some useful discussion papers on the pros and cons of leasingcomputers as opposed to purchase httpwwweddeptwaeduauT2000infopak11a_leaseorpurchasehtm httpwwwaasaorgpublicationssa1998_04Hamiltonhtm

38 Most student notebook computer programmes are found at the university levelhttpwwwhkuhkcautHomepageitt2_HKU_IBM2_1Descripthtm providesa comprehensive description of one such programme as well as a gooddocumentation on the evaluation of the programme in its few years of operation



114

computer laboratories resulting in the faster realization of pervasivecomputing within the institution However this may also lead to awidening digital divide across students from different socio-economicbackgrounds In some cases the institution provided subsidies tostudents for the purchase of personal computers in recognition of thefact that the institution would otherwise have to fund a much biggerICT infrastructure on the school site

Strategies for supporting school development (leadershipissues)

Given that successful ICT implementation needs to be a processof innovation and change leadership is of paramount importanceLeading change and innovation at the school level requires theestablishment of a vision and a mission shared by the principal mostteachers students parents and the community as well as theformulation and implementation of appropriate strategies to realizethe vision

The SITES-M2 case-study data revealed that most of thenominated innovative practices were directly or indirectly related tosystem or regional-level policies and strategies These case-studyschools might have been involved in pilot ICT-in-educationprogrammes or benefited from the acquisition of hardwaresoftwareand access to professional development opportunities through nationalregional ICT initiatives Thus the establishment and promotion of cleargoals and priorities for ICT in education and appropriate resourcessupport and incentives are crucial at the system level At the sametime the provision of resources and support should be staged on andprogressively conditional to the schoolrsquos ability to demonstrate thatthe school has clear plans and strategies for implementation that areconsistent with the broader curriculum priorities and vision

Parallel to the above strategies there should also be efforts to set upleadership and professional development support structures to foster thedevelopment of multi-level leadership and partnership in schools TheLeadSpace39 programme in New Zealand and the Talking Heads

39 httpwwwleadspacegovtnzindexphp


115


programme40 in the UK are examples of programmes for principals andheadteachers More specific multi-level leadership programmes may alsobe developed grounded on rich case-study research of innovative localand international educational practices using ICT involving keystakeholders from the ministry through to principals and teachers focusingon the issues considerations and contextual factors for strategic planningin ICT in education The focus of such programmes should be on thebuilding up of leadership capacities at all levels empowering individualswithin the system through shared decision-making and responsibilities aswell as collective risk taking The ACEC e-Education Leadershipprogramme41 is an example of such endeavours at a cross-national levelwhich may be adopted for national regional and school-levelimplementation

Strategies for staff development

It is important to recognize that the purpose of staff developmentis not simply one of broadening the knowledge base or skills of teachersbut to bring about deep changes in teachersrsquo beliefs about whatconstitutes good education both in terms of its goals and the desiredroles of teachers in the information age as well as in actually practisingsuch rhetoric in their classrooms Even if there are plenty of classroomexamples of good practices the lsquotransferrsquo of innovative practices fromone teacher to another or from one school to another cannot be asimple process of replication The teachers concerned still need tointernalize the values and essence of the practice to be adopted andmake adaptations to suit the specific circumstances of the teacher thestudents and the school concerned Thus the lsquotransferrsquo process itselfis also a process of innovation Effective learning for this type ofprofessional development has to be experiential and it can only takeplace through reflective practice during the process of innovationand adaptation Effective professional development programmestherefore need to be organized in tandem with curriculum reforminitiatives Professional development support should be structured ina way that encourages collaborative curriculum innovation and risktaking as well as shared reflection on action There have been many

40 httpwwwheadteachersacuk41 httpaceccitehkuhk



116

initiatives concerned with the establishment of communities of practicein conjunction with design experiments in education42 in developedcountries where this type of professional development support hasbeen found to be essential These were generally structured as actionresearch projects providing a personal learning experience for teacherswho were keen to lsquowalk the talkrsquo in experimenting with new modelsof learning and teaching in schools and to participate simultaneouslyin teacher networks as members of a learning community

For systems that are at the beginning stage of ICTimplementation in education

Education at the turn of the millennium in economically lessdeveloped countries was very different from that in developedcountries Even the provision of a basic education to all school-agechildren is still a serious challenge in many economically less advancedcountries On the other hand it would not be wise or in the interest ofnational development to not give any consideration to the introductionof ICT in basic education Policies and strategies for ICT in educationshould be developed as an integral component of a national plan toleverage technology and education in order to narrow the digital gapbetween themselves and developed countries and thus acceleratenational development


As mentioned earlier the aims of ICT implementation should alignwith and promote broader national educational goals and priorities Fordeveloping countries promoting general literacy is definitely a key nationalpriority ICT-based programmes and software have been established ineconomically developed countries for enhancing learning and teachingeffectiveness in basic education However such programmes are not

42 Examples include the various Technology in Schools projects in WesternAustralia httpwwweddeptwaeduautispindexhtm especially theInnovation in the Classroom project httpwwweddeptwaeduautispinnovatehtm the Institute for Knowledge Innovation and Technology httpikitorg and the Design Sciences for Human Learning project in the USAhttpgsegmueduresearchde


117


suitable for developing countries not only because these are generallynot available in the local indigenous language but they also require a highcomputerlearner ratio to operate Rather a mix of various technologiesincluding more conventional media such as print radio and televisionbroadcasting as well as digital satellite communication technologies suchas the Internet can be used to more effectively extend educationalopportunities to a much wider population ndash especially to those living inremote areas of the country ndash in the form of various modes of distanceeducation delivery43 Uses of ICT to extend distance educationopportunities can be categorized as lsquolearning with technologyrsquo as it makeseducation more accessible

While lsquolearning about technologyrsquo is no longer the primary goalfor developed countries it is still an important challenge that developingcountries cannot overlook This includes achieving information literacygoals at the basic education level as well as training of personnel forbusinesses and IT industries The latter should be part of the moreimmediate economic and human resource development plan and isoften taken care of as part of vocational or higher education Theformer is essential to ensure that the younger generation will not growup as technological illiterates and that they will at least have anunderstanding and appreciation through some rudimentary experienceof having access to the wide world of knowledge and information viathe Internet How this goal might be achieved will be discussed in alater section

In developed countries the major aims to be achieved throughthe use of technology are nurturing critical thinking skills and lifelonglearning abilities often referred to as twenty-first century abilitiesFor developing countries it would not be feasible to provide the levelof technological infrastructure necessary to support the developmentof such abilities via the lsquolearning through technologyrsquo approach usedin developed countries On the other hand it is possible for developingcountries to undertake curriculum and assessment reforms that fosterthe development of higher-order abilities through the introduction of

43 The Global Distance EducationNet is a project of the World Bankrsquos HumanDevelopment Network Education Group (httpwww1worldbankorgdistedhomehtml) providing a knowledge guide to distance education



118

productive learning experiences and authentic learning tasks in theschool curriculum One should be aware that a substantial number ofthese twenty-first century abilities do not necessarily require a denseand sophisticated ICT infrastructure It is also worth noting thatalthough in the richer economies quite a number of ICT-supportededucation reform initiatives have been undertaken the blueprint forthe school of the future has not yet been found Therefore for theweaker economies a general strategy might be to follow thelsquoexperimentsrsquo of the stronger economies and focus in particular onthose which seem to be very successful and in principle also adaptableand transferable to other educational contexts

Strategies for system-wide implementation (curriculum issuesand strategies for change)

Achieving the curriculum objectives described above asexpediently as possible with very limited resources and constraints interms of technical expertise is a serious challenge to those leadingeducation developments in developing countries Resource deploymentshould be carefully considered so that funds are not spent excessivelyon the purchase of computer hardware and software which have ashort shelf-life of only a few years Priority should be given to themost cost-effective uses of technology that will extend educationopportunities to the population Different goals and strategies mayneed to be established to cater to the different needs of cities andremote areas within this broader priority framework In particularthere may be specific human resource needs for IT-competentpersonnel for business and industrial developments that lie within thenational priority for development Such needs could be adequatelymet through a combination of conventional delivery methods anddistance education strategies The introduction of strategic ICT trainingcourses for identified national IT development needs will bring in ICTinfrastructure including Internet access to related educationalinstitutions (mostly tertiary or vocational) To enable such scarceresource to be used in the most cost-effective way they should beconsidered as part of the local community resource so thatschoolchildren and the broader community can have access to theseduring different times of the day to maximize their usage and impact


119


A focal implementation strategy for IT in education should be theestablishment of a broadly based partnership network to gather support forinfrastructure as well as technical expertise Such a network should also beused to help students at senior high school to take up projects from businessesthus providing authentic learning tasks in national contexts Leaders fromdifferent sectors such as businesses universities and colleges schools andministries of education may also be consulted to advise on human resourcedevelopment priorities and strategies

Another important strategic dimension is to develop IT literacyin schools Here the lsquohole in the wallrsquo project44 undertaken by SugataMitra in India provides significant insight for policy-makers In thisproject a high-powered Pentium computer with a fast Internetconnection was mounted onto a wall and free access was given topoor street children without any explanation whatsoever It was foundthat under such circumstances groups of curious children could trainthemselves to operate a computer at a basic level (Mitra 2000) andget a reasonably good idea about the concept of browsing and thenature of the Internet even though they may not even know theproper terminology This was a very encouraging finding as itdemonstrated that economically deprived children without any contactwith anyone having the slightest computing expertise could still learnto master functional information literacy if they were given readyaccess and the freedom to explore

While computer access and Internet connectivity are limited it isstill important for developing countries to undertake curriculum reformto promote the development of critical thinking skills and lifelong learningabilities in basic education It is suggested here that partnerships canbe formed with businesses and non-governmental organizations tocontribute authentic contexts problems and resources for updatingthe school curriculum It is heartening to note from the SITES-M2case studies that given some rudimentary resources and supportinnovative classroom practices could still emerge in developingcountries These practices can then act as models for other schoolsas well as provide important data and experiences for policy-makersin furthering developments in this area

44 httpwwwniitholeinthewallcom



120

A further challenge faced by developing countries is the languagebarrier With the exception of very few countries such as India andthe Philippines English is not the medium of instruction in schoolsThe availability of software learning resources and web pages in thelocal indigenous language is often very limited While it is not possibleto simply embark on major translation efforts many developingcountries such as Thailand have made national efforts to developdigital curriculum resources for the teaching of the local language andculture The pervasive influence of the Internet has been perceived asa serious challenge to the survival of the local language culture andvalues


Access to computers and the Internet is essential thoughinsufficient to attain the various curriculum goals mentioned Thetraining of IT personnel in vocational or higher education might havemore specific demands on the type of hardwaresoftware infrastructurenecessary to support learning However the curriculum goals ofcomputer literacy and lsquolearning through technologyrsquo demand primarilyfree and ready access to a computer with basic office-type applicationsand Internet access All possible efforts should be made to ensure thatcomputers and the Internet are accessible to students as long as theyare located in an area which has an electricity supply This can bedone through various partnership and donation schemes wherebyoutdated computers and peripherals phased out in businesses and indeveloped countries are donated to schools directly or to communityorganizations

Internet access in remote areas often relies on satellitetransmission Where it would not be economically viable to provideuninterrupted Internet access it might be possible to provide pseudoaccess through setting up a local mirror of important resources andupdating this mirror regularly

The utilization of resources can be further maximized throughthe scheduling of classes in centralized locations and where possiblesome open access areas for all students At least one machine shouldbe located in a staff room or in other locations where teachers can


121


have ready access to it It would be best if the same infrastructurecould be used to increase community access to computers after schoolhours These measures are possibly more effective than runningtechnical skills development courses for teachers

Maintenance and support for the hardwaresoftware andnetworking is another major difficulty IT personnel has generallybeen a scarce commodity in developing countries and it would not berealistic to provide all schools with a technologically competent IT co-ordinator One proven way of dealing with the problem is to train uplsquoyoung technology volunteersrsquo for each classschool so that thevolunteers can develop better skills as well as contribute to improvingaccess for all students and the community45


Unlike developed countries the flow of information among schoolsin different localities tends to be relatively slow As a consequence of themuch weaker information structure and literacy level of the generalpopulation it may not be realistic to expect schools to access the vastamounts of information on curriculum change and technology availableon the web and to take advantage of nationalregional school-developmentincentives (if available) autonomously as in developed countries Localeducation offices and teacher education institutions in these countriesshould play an important role in supporting school development A keystrategy in leading change at the school level would be to provide at leastsome minimum information technology access to the principals andteachers This should be coupled with major efforts at all levels ofgovernment to encourage partnership and community aid from businesseslocal and international organizations to support education developmentsin one or more of the following aspects provision of hardwaresoftware(new or used) Internet access and technical and educational expertiseThe government may also set up regional centres for the disseminationof good practices

45 The APEC Youth Internet Volunteer (YIV) is an international programme thatprovides ICT-skills training for schoolteachers and students in the APEC regionhttpwwwapecsecorgsgwhatsnewannounceyivhtml



122


In many developing countries teachers are often willing toundertake ICT training However after completing their training andobtaining the appropriate certification they are often attracted byhigher salaries and leave teaching to work in the business sector Thetraining received by teachers in these situations is usually non-education specific providing knowledge and skills to teach computingin schools Many teachers in the past complained that training courseswere much too technical and lacked a focus on the pedagogicaldidactical aspects of integrating ICT into daily educational practicesIt is suggested here that efforts should be made to provide opportunitiesfor all interested teachers to learn about ICT-supported didacticalapproaches that are proven to be relevant and practical Such trainingshould be organized as school-based efforts so that there will be abroader base of teachers to contribute to its implementation and moreteachers can be involved in developing ways of using the limited ITinfrastructure to benefit students to the maximum

Conclusion

Looking into the future the way in which ICT is leveraged tobring about educational change and innovations will have importantimpacts on a countryrsquos social and economic developments While thereis evidence of a widening digital divide between countries the authorsstill remain hopeful that careful strategic planning and implementationof ICT in education will narrow this divide and help broaden andimprove the educational opportunities for all


123

References

Anderson RE 1996 ldquoThe United States context of computereducationrdquo In Plomp Tj Anderson RE Kontogiannopoulou-Polydorides G (Eds) Cross-national policies and practiceson computers in education (pp viii 468) Dordrecht NetherlandsBoston MA Kluwer Academic Publishers

Anderson RE Dexter S 2003 ldquoUnited States Trends in educationalICTrdquo In Anderson R Plomp T Law N Quale A (Eds)Cross-national information and communication technologypolicies and practices in education Greenwich CTInformation Age Publishing Inc

Angrist J Lavy V 2002 ldquoNew evidence on classroom computersand pupil learningrdquo In Economic Journal 112(482) 735-765

Banfi I 1999 ldquoHungaryrdquo In Pelgrum WJ Anderson R (Eds)ICT and the emerging paradigm for lifelong learning (pp 47-48) Amsterdam IEA

Bank W 1998 Latin America and the Caribbean Education andtechnology at the crossroads httpwwwpittedu~jeregallpdflacpdf [1 May 2002]

Becta 2001 Emerging findings from the evaluation of the impactof information and communication technologies on pupilattainment London Becta

Biggs J 1996 ldquoWestern misperceptions of the Confucian-heritagelearning culturerdquo In Watkins DA Biggs JB (Eds) TheChinese learner Cultural psychological and contextualinfluences (pp 45-67) Hong Kong CERC ACER

Blurton C 2000 New directions in education Paris UNESCO


References

124

Brown M Chamberlain M Shoulder I 2003 ldquoCross-nationalpolicies and practices on ICT in education New Zealandrdquo InAnderson R Plomp T Law N Quale A (Eds) Cross-national information and communication technology policiesand practices in education Geenwich CT Information AgePublishing Inc

Carlson S Gadio CT 2002 ldquoTeacher professional development inthe use of technologyrdquo In Haddad WD Draxler A (Eds)Technology for education (pp118-132) Washington DCUNESCO Academy for Educational Development

Collis BA 1997 In Pelgrum WJ ten Brummelhuis ACA CollisBA Plomp Tj Janssen Reinen IAM The application ofmultimedia technologies in schools technology assessment ofmultimedia systems for pre-primary and primary schoolsLuxembourg European Parliament Directorate General forResearch

Danish Ministry of Education 1997 Information technology andeducation Danish Ministry of Education httpwwwuvmdkengpublications9Informationteceng_ithtm [26 December 2002]

Danish Ministry of Education 2000 Leadership informationtechnology and reorganization executive summary DanishMinistry of Education httpwwwuvmdkpub2000tilloeb8htm[28 January 2002]

Doornekamp GD 1999 ldquoThe Netherlandsrdquo In Pelgrum WJAnderson R (Eds) ICT and the emerging paradigm forlifelong learning (pp 68-70) Amsterdam IEA

Education and Manpower Bureau 1998 Information technologyfor learning in a new era Hong Kong Education andManpower Bureau Hong Kong SAR Government

ERT (European Round Table of Industrialists) 1997 Investing inknowledge the integration of technology in Europeaneducation Brussels ERT


References

125

European Commission 1995 Teaching and learning towards thelearning society Brussels European Union

EURYDICE 2000 Information and communication technologyin the education systems in Europe Brussels EURYDICEthe information network on education in Europe

Finnish Ministry of Education 1999 Education training andresearch in the information society A National Strategy for2000-2004 Helsinki Ministry of Education

Finnish National Fund for Research and Development 1998Information and communication technologies (ICT) in teachingand learning wwweduskuntafifaktavktuvtekjaostomsinkohtm

Fullan M 1991 The new meaning of educational change (2nd ed)London Cassell

Fullan M 1993 Change forces probing the depth of educationalreform London Falmer Press

Fullan M 1994 Why centralized and decentralized strategies areboth essential In Anson RJ (Ed) Systemic reformPerspectives on personalizing education Washington DCOffice of Educational Research and Improvement USDepartment of Education

Fullan M 1999 Change forces the sequel London Falmer Press

Fullan M 2001 Leading in a culture of change San FranciscoJossey-Bass

Goodlad JI 1984 A place called school prospects for the futureNew York McGraw-Hill

Grinfelds A 1999 National policies and practices on ICT ineducation Latvia Private communication


References

126

Hashim S 2003 ldquoNational policies and practices on ICT in educationMalaysiardquo In Anderson R Plomp Tj Law N Quale A(Eds) Cross-national information and communicationtechnology policies and practices in education GreenwichCT Information Age Publishing Inc

Heppell S 2000 How might eLearning really change educationalpolicy and practice Ultralab httpwwwultralabacukpaperselearning

Hill GB 1997 ldquoPartnership in initial teacher educationrdquo In SomekhB Davis N (Eds) Using information technology effectivelyin teaching and learning London Routledge

ISTE (International Society for Technology in Education) 1998National educational technology standards for studentsEugene Oregon ISTE

Jun H 2001 Distance education in West China Chinese effortsto bridge the lsquodigital dividersquo Paper presented at the UNESCOExperts Round Table on University and technology for literacybasic education Paris UNESCO

Kankaanranta M Linnakyla P 2003 ldquoNational policies and practiceson ICT in education Finlandrdquo In Plomp Tj Anderson RELaw N Quale A (Eds) Cross-national information andcommunication technology policies and practices ineducation Greenwich CT Information Age Publishing Inc

Kinelev V 2000 Information technologies in educationalinnovation for development Interfacing global andindigenous knowledge Paper presented at the 6th AnnualUNESCO-ACEID International Conference Keynote Raja RoySingh Lecture Bangkok

Korean Ministry of Education 2000 Adapting education to theInformation Age A White Paper Seoul Korea Education andResearch Information Service


References

127

Kozma R Schank P 1998 ldquoConnecting with the 21st centuryTechnology in support of educational reformrdquo In Dede C (Ed)Learning with technology Alexandria VA ASCD

Kozma R Voogt J Pelgrum W Owston R McGhee RJones R Anderson RE 2003 Technology innovation andeducational change A global perspective Eugene OregonISTE

Lang M 2000 ldquoTeacher development of computer use in educationin Germanyrdquo In Education and information technologies 5(1)39-48

Lankshear C Snyder I Green B 2000 Teachers andtechnoliteracy managing literacy technology and learning inschools St Leonards NSW Allen and Unwin

Law N 2000a ldquoCultural integration modelrdquo In Law N YuenHK Ki WW Li SC Lee Y Chow Y (Eds) Changingclassrooms and changing schools a study of good practices inusing ICT in Hong Kong schools (p 11) Hong Kong CITEUniversity of Hong Kong

Law N 2000b Is there an Asian approach to ICT in educationPaper presented at the Global Chinese Conference on Computersin Education 2000 Singapore

Law N Yuen HK Ki WW Li SC Lee Y Chow Y (Eds)2000 Changing classrooms and changing schools a study ofgood practices in using ICT in Hong Kong schools Hong KongCITE University of Hong Kong

Law N Yuen HK Wong KC 2001 Preliminary study onreviewing the progress and evaluating the informationtechnology in education (ITEd) projects (December 2000 ndashAugust 2001) [Final Report] CITE University of Hong Kong httpresourcesedgovhkiteducationFinalReport_v30_webhtm


References

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Liu J 2001 Advanced distance learning China Education Daily30 August 2001

Mallik U 2003 ldquoNational policies and practices on ICT in educationIndiardquo In Anderson R Plomp Tj Law N Quale A (Eds)Cross-national information and communication technologypolicies and practices in education Greenwich CTInformation Age Publishing Inc

McDougall A Squires D 1997 ldquoReviewing teacher professionaldevelopment programmes in information technologyrdquo InJournal of Information Technology for Teacher Education6(2) 115-126

Mitra S 2000 Minimally invasive education for mass computerliteracy Paper presented at the CRIDALA conference21-25 June Hong Kong

Mooij T Smeets E 2001 ldquoModelling and supporting ICTimplementation in secondary schoolsrdquo In Computers andEducation 36 265-281

NCATE (National Council for Accreditation of Teacher Education)1997 Standards procedures and policies for the accreditationof professional education units Washington DC NCATE

Norwegian State Secretary Committee for IT 1996 The Norwegianway to the Information Society bit by bit Oslo NorwegianMinistry of Transport and Communications

Papert S 1980 Mindstorms children computers and powerfulideas Brighton Sussex Harvester Press

Papert S 1993 Childrenrsquos machine rethinking school in the age ofthe computer New York Basic Books


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PCAST (Presidentrsquos Committee of Advisors on Science andTechnology Panel on Educational Technology) 1997 Report tothe President on the use of technology to strengthen K-12education in the United States Washington DC PCAST

Pelgrum WJ 1999a ldquoInfrastructurerdquo In Pelgrum WJ AndersonRE (Eds) ICT and the emerging paradigm for lifelonglearning Amsterdam IEA

Pelgrum WJ 1999b Staff development In Pelgrum WJ AndersonR (Eds) ICT and the emerging paradigm for lifelong learning(pp 155-171) Amsterdam IEA

Pelgrum WJ 2001 ldquoObstacles to the integration of ICT in educationresults from a worldwide educational assessmentrdquo In Computersand Education 37 163-187

Pelgrum WJ Anderson RE (Eds) 1999 2001 ICT and theemerging paradigm for lifelong learning Amsterdam IEA

Pelgrum WJ Plomp Tj 1993 The IEA study of computers ineducation implementation of an innovation in 21 educationsystems (1st ed) Oxford England Published for theInternational Association for the Evaluation of EducationalAchievement by Pergamon Press

Pelgrum WJ Plomp Tj 2002 ldquoIndicators of ICT in mathematicsstatus and covariation with achievement measuresrdquo InBeaton A Robitaille DF Secondary Analyses of TIMSS-data Dordrecht Kluwer

Pelgrum WJ Reinen J Plomp Tj 1993 Schools teachersstudents and computers A cross-national perspective TheHague the Netherlands IEA

Pelgrum WJ ten Brummelhuis ACA 2001 ICT-Monitor 2000voortgezet onderwijs [ICT-Monitor 2000 secondary education]Enschede Universiteit Twente Onderzoekscentrum ToegepasteOnderwijskunde


References

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Perraton H 2002 Technologies education development andcosts a third look at the educational crisis Paper presentedat the UNESCO Experts round table on university and technologyfor literacybasic education partnerships in developing countriesheld on 10-12 September 2002 Paris UNESCO

Plomp Tj ten Brummelhuis ACA Rapmund R (Eds) 1996Teaching and learning for the future Den Haag Committee onMultimedia in Teacher Training Dutch Ministry of Education

Potter J Mellar H 2000 ldquoIdentifying teachersrsquo Internet trainingneedsrdquo In Journal of Information Technology for TeacherEducation 9(1) 23-36

Riel M Fulton K 1998 Technology in the classroom Tools fordoing things differently or doing different things Paper presentedat the AERA San Diego httpwwwgseuciedumrielriel-fultonhtml [6 January 2003]

Riel M Fulton K 2001 ldquoThe role of technology in supporting learningcommunitiesrdquo PHI DELTA KAPPAN 82(7) 518-523

Ringle M Updegrove D 1998 ldquoIs strategic planning for technologyan oxymoronrdquo In CAUSEEFFECT 21(1) 18-23

Rodriguez F Wilson EJ (Eds) 2000 Are poor countries losingthe information revolution Paris UNESCO

Rogers EM 1995 Diffusion of innovations (4th ed) NY FreePress

Rosen LD Maguire P 1995 ldquoComputer anxiety a cross-culturalcomparison of university students in ten countriesrdquo In Computersin Human Behaviour 11(1) 45-64

Russell G Bradley G 1997 ldquoTeachersrsquo computer anxietyimplications for professional developmentrdquo In Education andInformation Technologies 2 17-30


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Sarason S 1990 The predictable failure of educational reformSan Francisco CA Jossey-Bass

Scardamalia M Bereiter C 1991 ldquoHigher levels of agency forchildren in knowledge building A challenge for the design ofnew knowledge mediardquo In The Journal of the LearningSciences 1(1) 37-68

Scardamalia M Bereiter C 1994 ldquoComputer support forknowledge-building communitiesrdquo In The Journal of the LearningSciences 3(3) 265-283

Scrimshaw P (Ed) 1997 Computers and the teacherrsquos role LondonRoutledge

Selwyn N 1998 ldquoA grid for learning or a grid for earning Thesignificance of the Learning Grid initiative in UK educationrdquo InJournal of Education Policy 13(3) 423-431

Senge P 2000 Schools that learn New York Doubleday

Singapore Ministry of Education 1997 Masterplan for IT in educationSingapore Ministry of Education httpwww1moeedusgiteducationmasterplansummaryhtm [10 May 2002]

Smart Learning Systems (nd) Sistem ComIL A brief history httpwwwslsmimosmybackghtm [28 March 2002]

Smart School Project Team 1997 The Malaysia Smart School anMSC flagship application A conceptual blueprint KualaLumpur Ministry of Education Malaysia

Solomon C 1986 Computer environments for children areflection on theories of learning and education CambridgeMass MIT Press


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Somekh B Davis N 1997 ldquoGetting teachers started with IT andtransferable skillsrdquo In Somekh B Davis N (Eds) Usinginformation technology effectively in teaching and learningstudies in pre-service and in-service teacher educationLondon Routledge

Taylor RP 1980 The computer in the school tutor tool tuteeNew York Teachers College Press

Teng SW Yeo HM 1999 ldquoSingaporerdquo In Pelgrum WJAnderson R (Eds) ICT and the emerging paradigm forlifelong learning (pp 68-70) Amsterdam IEA

Venezky RL Davis C 2002 Quo vademus The transformationof schooling in a networked world Paris OECDCERI

Von Euler M Berg D 1998 The use of electronic media in openand distance education Paris UNESCO

Voogt JM 1999 ldquoMost satisfying experiences with ICTrdquo In PelgrumWJ Anderson RE (Eds) ICT and the emerging paradigmfor lifelong learning Amsterdam IEA

Voogt JM Odenthal LE 1998 Emergent practices geportretteerdconceptueel raamwerk [Portraits of emergent practices conceptualframework] Enschede University Twente

Vrasidas C McIsaac MS 2000 ldquoIntegrating technology in teachingand teacher education Implications for policy and curriculumreformrdquo In Education Media International 38(23) 127-132

Waitayangkoon P 2003 ldquoCross-national policies and practices onICT in education Thailandrdquo In Anderson R Plomp T LawN Quale A (Eds) Cross-national information andcommunication technology policies and practices ineducation Greenwich CT Information Age Publishing Inc


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Watkins DA Biggs JB (Eds) 1996 The Chinese learnerCultural psychological and contextual influences HongKong CERC and ACER

Wenger E 2000 Communities of practice (2nd ed) CambridgeCambridge University Press

Williams D Coles L Wilson K Richardson A Tuson J 2000ldquoTeachers and ICT current use and future needsrdquo In BritishJournal of Educational Technology 31(4) 307-320

Willis EM 2001 ldquoTechnology in secondary teacher educationrdquo InTHE Journal 29(2) 54-60

World Education Forum 2000 The Dakar Framework for ActionParis UNESCO

Yuen HK 2000 ldquoICT implementation at the school levelrdquo In LawN Yuen HK Ki WW Li SC Lee Y Chow Y (Eds)Changing classrooms and changing schools a study of goodpractices in using ICT in Hong Kong Schools (pp119-124)Hong Kong CITE University of Hong Kong

Yuen HK Law N Wong KC 2003 ldquoICT implementation andschool leadership Case studies of ICT integration in teachingand learningrdquo In Journal of Educational Administration 41(2)158-170



IIEP publications and documents

More than 1200 titles on all aspects of educational planning have beenpublished by the International Institute for Educational Planning Acomprehensive catalogue is available in the following subject categories

Educational planning and global issuesGeneral studies ndash globaldevelopmental issues

Administration and management of educationDecentralization ndash participation ndash distance education ndash school mapping ndash teachers

Economics of educationCosts and financing ndash employment ndash international co-operation

Quality of educationEvaluation ndash innovation ndash supervision

Different levels of formal educationPrimary to higher education

Alternative strategies for educationLifelong education ndash non-formal education ndash disadvantaged groups ndash gender education

Copies of the Catalogue may be obtained on request from IIEP Communication and Publications Unit

informationiiepunescoorgTitles of new publications and abstracts may be consulted at the

following web site wwwunescoorgiiep



The International Institute for Educational Planning

The International Institute for Educational Planning (IIEP) is an internationalcentre for advanced training and research in the field of educational planning It wasestablished by UNESCO in 1963 and is financed by UNESCO and by voluntarycontributions from Member States In recent years the following Member Stateshave provided voluntary contributions to the Institute Denmark Finland GermanyIceland India Ireland Norway Sweden and Switzerland

The Institutersquos aim is to contribute to the development of education throughoutthe world by expanding both knowledge and the supply of competent professionalsin the field of educational planning In this endeavour the Institute co-operateswith interested training and research organizations in Member States The GoverningBoard of the IIEP which approves the Institutersquos programme and budget consists ofa maximum of eight elected members and four members designated by the UnitedNations Organization and certain of its specialized agencies and institutes

Chairperson

DatorsquoAsiah bt Abu Samah (Malaysia)Director Lang Education Kuala Lumpur Malaysia

Designated Members

Carlos FortiacutenAssistant Secretary-General United Nations Conference on Trade and Development(UNCTAD) Geneva Switzerland

Thelma KayChief Emerging Social Issues United Nations Economic and Social Commission forAsia and the Pacific (UNESCAP) Bangkok Thailand

Jean Louis SarbibSenior Vice-President World Bank Washington DC USA

Ester ZulbertiChief Extension Education and Communication for Development (SDRE)FAO Rome Italy

Elected Members

Joseacute Joaquiacuten Brunner (Chile)Director Education Programme Fundacioacuten Chile Santiago Chile

Klaus Huumlfner (Germany)Professor Freie Universitaumlt Berlin Berlin Germany

Zeineb Faiumlza Kefi (Tunisia)Ambassador Extraordinary and Plenipotentiary of Tunisia to France and PermanentDelegate of Tunisia to UNESCO

Philippe Mehaut (France)Deputy Director Centre drsquoeacutetudes et de recherches sur les qualifications (Ceacutereq)Marseille France

Teboho Moja (South Africa)Professor of Higher Education New York University New York USA

Teiichi Sato (Japan)Ambassador and Permanent Delegate of Japan to UNESCO

Tuomas Takala (Finland)Professor University of Tampere Tampere Finland

Inquiries about the Institute should be addressed toThe Office of the Director International Institute for Educational Planning

7-9 rue Eugegravene Delacroix 75116 Paris France


Contents

Included in the series

2 The relation of educational plans to economic and social planning R Poignant4 Planning and the educational administrator CE Beeby5 The social context of educational planning CA Anderson6 The costing of educational plans J Vaizey JD Chesswas7 The problems of rural education VL Griffiths8 Educational planning the adviserrsquos role A Curle10 The analysis of educational costs and expenditure J Hallak11 The professional identity of the educational planner A Curle12 The conditions for success in educational planning GC Ruscoe13 Cost-benefit analysis in educational planning M Woodhall18 Planning educational assistance for the second development decade HM Philips20 Realistic educational planning KR McKinnon21 Planning education in relation to rural development GM Coverdale22 Alternatives and decisions in educational planning JD Montgomery23 Planning the school curriculum A Lewy24 Cost factors in planning educational technological systems DT Jamison25 The planner and lifelong education P Furter26 Education and employment a critical appraisal M Carnoy27 Planning teacher demand and supply P Williams28 Planning early childhood care and education in developing countries A Heron29 Communication media in education for low-income countries EG McAnany JK Mayo30 The planning of nonformal education DR Evans31 Education training and the traditional sector J Hallak F Caillods32 Higher education and employment the IIEP experience in five

less-developed countries G Psacharopoulos BC Sanyal33 Educational planning as a social process T Malan34 Higher education and social stratification an international comparative study T Huseacuten35 A conceptual framework for the development of lifelong education in the USSR A Vladislavlev36 Education in austerity options for planners K Lewin37 Educational planning in Asia R Roy-Singh38 Education projects elaboration financing and management A Magnen39 Increasing teacher effectiveness LW Anderson40 National and school-based curriculum development A Lewy42 Redefining basic education for Latin America lessons to be learned from the Colombian Escuela

Nueva E Schiefelbein43 The management of distance learning systems G Rumble44 Educational strategies for small island states D Atchoarena45 Judging educational research based on experiments and surveys RM Wolf46 Law and educational planning I Birch47 Utilizing education and human resource sector analyses F Kemmerer48 Cost analysis of educational inclusion of marginalized populations MC Tsang49 An efficiency-based management information system WW McMahon50 National examinations design procedures and reporting JP Keeves51 Education policy-planning process an applied framework WD Haddad

with the assistance of T Demsky52 Searching for relevance the development of work orientation in basic education W Hoppers53 Planning for innovation in education DE Inbar54 Functional analysis (management audits) of the organization of ministries of education

R Sack M Saiumldi55 Reducing repetition issues and strategies TO Eisemon56 Increasing girls and womenrsquos participation in basic education NP Stromquist57 Physical facilities for education what planners need to know J Beynon58 Planning learner-centred adult literacy programmes SE Malone RF Arnove59 Training teachers to work in schools considered difficult J-L Auduc60 Evaluating higher education JL Rontopoulou61 The shadow education system private tutoring and its implication for planners M Bray62 School-based management I Abu-Duhou63 Globalization and educational reform what planners need to know M Carnoy64 Decentralization of education why when what and how N McGinn T Welsh65 Early childhood education need and opportunity D Weikart66 Planning for education in the context of HIVAIDS MJ Kelly67 Legal aspects of educational planning and administration C Durand-Prinborgne68 Improving school effectiveness J Scheerens69 Reviewing quantitative research to inform policy processes SJ Hite70 National strategies for e-learning in post-secondary education and training T Bates71 Using assessment to improve the quality of education T Kellaghan V Greaney72 Demographic aspects of educational planning Ta Ngoc Chacircu73 Planning education in and after emergencies M Sinclair74 Educational privatization causes consequances and planning implications CR Belfield

HM Levin75 Planning human resources methods experiences and practices O Bertrand76 Multigrade classes improving access in rural Africa WJ Pelgrum N Law

Also published in French Other titles to appear



WJ PelgrumN Law







5






6










7








8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents


WJ PelgrumN Law







5






6










7








8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents





5






6










7








8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents

6










7








8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents

7








8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents

8





9








Kenneth N RossIIEP




11

Preface










For teachers



12

Preface














13

Contents

Preface 11


List of tables 17

List of figures 18






Contents

14





References 123


15























16





17

List of tables






18

List of figures









19



Introduction





20












21







22





PO

LIC

IES and ST

RA

TG

IES

SUPPORT from










LEARNINGOUTCOMES

Execution structure


School governance

School policy




curriculum goals

curriculum content

curriculum methods

assessment goals

assessment methods


factors





via

classr

oomsIMP

LE

ME

NT

AT

ION

g g

Source Law 1998 33


23


Curriculum






24











25



ICT infrastructure












26






27













28








29










31

II Curriculum


Introduction






32


Goals and contents





Roles of teachers





Roles of students





33

Curriculum











34












35

Curriculum








the classrooms




36





importance

someimportance

noimportance

1998 1999 2000

currently future


37

Curriculum


someimportance

noimportance

1998 1999 2000

currently future





38


Policy to encourage

Wi dely implemented


Country





39

Curriculum







40











41

Curriculum




42


Mathematics score

700600500400300

Stud

ent c

entre

d ap

proa

ch

22

20

18

16

14

12

10

Thailand

Switzerland

South Africa

SingaporeC2

C1

Portugal

Philippines

Netherlands

Lithuania

Kuwait Korea

Japan

Ireland

Iran Islamic Rep

Colombia

Canada

Australia






43

Curriculum












44







45

III Infrastructure


Introduction





46


2914

39

339

63

1729

4229

1627

117

18

55

87

20

82

206

257

23

216

34

9 17 2512 14 14

90

8 9

121

825

62

0

50

100

150

200

250

300

350

400

Belgiu

m-F

renc

h

Canad

a

China

Hon

g Kong

Cypru

s

Czech

Repub

lic

Denm

ark

Franc

e

Hunga

ry

Icela

nd

Israe

l Ja

pan

Lithua

nia

New Z

ealan

d

Norway

Russia

n Fed

erati

on

Singa

pore

Slove

nia

Thaila

nd

Ratio







47

Infrastructure







Bulgaria ~ ~ ~ 238 8 26

Canada 8 53 88 7 40 98

China Hong Kong 25 90 10 23 81 80


Cyprus 183 69 17 216 44 11


Denmark ~ ~ ~ 9 47 85

Finland 12 58 87 10 52 96



48

France 25 ~ 24 17 41 55

Hungary ~ ~ ~ 25 32 41

Iceland 13 58 98 12 60 100

Israel 16 43 35 14 36 53

Italy 88 78 28 16 45 73

Japan 28 72 69 14 56 58

Lithuania ~ ~ ~ 90 15 56


New Zealand 14 61 77 8 25 89

Norway 13 40 56 9 43 81


Singapore 12 96 100 8 98 100

Slovenia 23 49 84 25 48 85

South Africa ~ ~ ~ 123 25 52

Thailand ~ ~ ~ 62 21 25




49

Infrastructure







50



Obstacle Obstacle













51

Infrastructure









Source Pelgrum 2001




52



3002001000

Obs

tacl

e in

suff

icie

nt c

ompu

ters

100

90

80

70

60

50

Thailand

South Africa

Russian Federation

Luxembourg

Lithuania

Italy

C3

Czech Republic

Cyprus

C2

Bulgaria

C1





53

Infrastructure

















54












Educational content




55








56



57



Introduction





58






59

Staff development








60





61

Staff development







62






63

Staff development







64



0102030405060708090

100

In-house External

Bul

gari

aC

anad

a

Cyp

rus

Cze

ch R

epub

licD

enm

ark

Finl

and

Hun

gary

Icel

and

Isra

el

Ital

y

Japa

nL

ithua

nia

New

Zea

land

R

ussi

an F

eder

atio

n

Sing

apor

eSl

oven

ia

Tha

iland

Sout

h A

fric

a

Chi

na H

ong

Kon

g




65

Staff development







66





67

Staff development







68





69

Staff development







70






71

Staff development







72




73








74







75






76





77








78







79










80





81








82













83




amountof

resources

care for old

courage for new

time







84










85







87








88







89








90





91








92






93






94






95









96







97










98









99










100








101







102





103









104







105



Introduction





106







107













108






109








110





111









112








113








114








115








116








117








118





119








120







121









122



Conclusion



123

References










References

124










References

125













References

126










References

127










References

128











References

129











References

130












References

131












References

132











References

133


























Chairperson


Designated Members





Elected Members











Contents

Fundamentals of educational planning – 77

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