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Comparison of ICT indicator theme in selected countries

Country
Basis for ICT Indicators/ Agency who formulated ICT Indicators
a)Presence of Standards for Technology Use
b)Educational Level
c)Respondents
d)Technologies covered
Presence of indicators a) addressing equity, Ethics and Investment Issues
b) on ICT integration in curriculum, impact etc.
Australia Goals and objectives of the government: All students will leave school as confident creative and productive users of new technologies, particularly information and communications technologies, and understand the impact of those technologies in society
All schools will seek to integrate ICT into their operations to improve student learning, to offer flexible learning opportunities and to improve the efficiency of their business applications

a) Yes, Curriculum and Standards Framework (CSF)

b) Primary, secondary, non-formal

c)Teachers, students

d) Computers, internet, use of satellite TV

a) Not specified

b) Yes, especially the study conducted by the University of Sydney

Include studies on student engagement, enthusiasm and motivation, improvement of higher–order thinking skills etc.

Baltic and CIS Countries Based on a meeting convened in IITE Moscow in 2000 to develop a set of ICT indicators

a) None

b) Primary, secondary and tertiary levels

c) Heads of departments, senior specialists, staff of national Centres of Informational Technologies in Education or Centres of Teacher Training, Retraining and Educational Support

d) Computers and internet

a) None

b) Partly

Canada Two criteria for development of indicator set:
Type of education, information needed for policy development
Practical availability of data/
Indicators developed by Pan-Canadian Education Indicators Program (PCEIP)

a) None

b) Elementary and secondary level

c)Not specified

d) Computers and Internet

a) None

b) Yes, specifically, on what encourages teachers and students to use computers

Europe 1 Indicators based on the eEurope initiative of the European Union. Action line: “European youth into the digital age.” The goal for the said objective is to turn digital literacy to a basic competence for all young Europeans /SIBIS Study

a) Yes - ISTE (NETS) standards

b) Various researchers covered different levels: public primary and lower secondary; primary, secondary and special schools; head teachers and teachers

c) School heads, teachers

d) ICT in general, computers and internet access

a) Yes, specifically on national policies and expenditure

b) Yes, on competency of ICT instructors

Europe 2 Eurydice

a) Yes - ISTE (NETS) standards

b) Primary and secondary level

c) Not specified

d) Computers and Internet

a) Mainly on expenditure, distribution of budget

b) Yes, on integration of ICT in subjects

India Government

a) None

b) Elementary and secondary schools

c) Not specified

d) Computers, internet, software

None

Indonesia

Curriculum Centre

Government’s goals and objectives

a) None

b) Elementary and secondary schools

c) Not specified

d) Computers and the internet

None
Japan e-Japan Priority Policy Program/Various Surveys conducted by government agencies on ICT in general. Like those conducted by the Ministry of Posts and Telecommunications Survey on Social Education

a) None

b) Elementary and secondary in some indicators; not specified in other indicators

c) Not specified

d) Computers and internet

a) Yes - Government general IT Policy on elementary and secondary schools the same for schools for the blind and disabled

b) None

Republic of Korea Cyber Korea 21, Vision: “To prepare students for knowledge based society by realizing life-long learning via cyber-education system.” /Korea National Statistics Office

a) Yes – based on the document entitled: Adapting Education to the Information Age : A White Paper

b) Elementary, secondary, university

c) Teachers and students and school headmasters

d) Computers, internet and multimedia

None
Malaysia Government

a) None

b) Elementary and secondary schools

c) Not specified

d) Computers and the internet

None
New Zealand Research conducted by the Telecom Education Foundation

a) None

b) Not specified

c) Teachers and principals

d) Telephone lines, fax machines, computers and internet

a) None

b) Yes, specifically on what encourages teachers and students to use computers

The Philippines

Senate Committee on Education, Arts and Culture with SEAMEO-INNOTECH

Department of Education

a) None

b) Public and private elementary and secondary schools

c) School heads

d) All ICT related technologies such as television, projectors, radio/cassette players, computers, computer peripherals and internet access

a) Yes, specifically those pertaining to use of computers by nonformal education students

b) None

Slovenia Research on Internet In Slovenia

a) None

b) Primary, secondary, youth hostels and kindergartens

c) Not specified

d) Computers and internet access

None
South Africa School Net

a) None

b) Not specified

c) Students and teachers

d) Computers and Internet access

a) None

b) Yes, on competency of ICT instructors

Thailand Government
National Education Act of 1999

a) None

b) Primary and secondary schools

c) Not specified

d) Computers, internet, telephones, computer peripherals, radio

None
The UK National Grid for Learning

a) ISTE (NETS) standards

b) Primary and secondary schools

c) Students and teachers

d) Computers and the internet

a) Yes, mainly on expenditure and budget allocation

b) Yes, includes teacher confidence in the use of ICT and benefit of ICT

The USA Teaching, Learning and Computing – a study of teacher’s use of computer technology, their pedagogies, and their school context


a) ISTE (NETS) standards

b) Public and private schools, elementary, middle school and high school, all subjects except physical education and special education

c) Teachers

d) Computers, internet use - includes use of various software, CDROM etc.

a) Yes, includes indicators that determines technology intensive areas, software saturation etc.

b) Yes, specifically pedagogical motivations for student computer use

Uzbekistan

Government

Law on Education

a) None

b) Primary and secondary education

c) Not specified

d) Computers and internet

None
Vietnam

Government

Government’s goal to “universalise” education

a) None

b) Primary and secondary

c) Not specified

d) Computers and the internet

None