ICT Indicators used in Australia
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Government University of Sydney |
What students should know and be able to do at a certain level |
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| Connectivity |
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| Changes in student performances after integrating ICT into education |
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ICT indicators used in Baltic and CIS countries
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| UNESCO Institute of Information Technology in Education (IITE) ICT Indicators in Education
in |
Official Documents |
|
| ICTs in Curricular |
|
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| Hardware Equipment |
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| Software |
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| Global Communications |
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| Personnel Development |
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ICT used indicators in Canada
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Pan-Canadian Education Indicators Program (PCEIP) http://www.cmec.ca/stats/pceip/1999/ |
Pupil–Computer Ratio | The pupil-computer ratio is a proxy measure of the access or availability of computers to students in schools. Only computers used for educational purposes are included in the ratio. |
| Internet Connectivity | This is a measure of the percentage of students attending schools that were connected to the Internet for educational purposes at the time of the survey. Schools that were connected for administrative purposes only were excluded. | |
| Internet activities of students | School ICT coordinators were questioned about instructional activities involving the use of the Internet. They were asked to identify typical activities that students at certain grade levels would have engaged in by the end of the school year. | |
| Obstacles to fuller use of information and communications technologies | Principals were asked to identify the major barriers hindering the achievement of their school’s computer-related goals for students. In this section we present items identified as major obstacles by principals of schools representing at least 50% of enrolments at each of the three levels of schools. The obstacles noted have been grouped into three categories: those relating to hardware and software, those relating to instruction, and those relating to the training of teachers. |
ICT Indicators Used in Europe (Denmark, Sweden, Finland, Norway and UK)
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Eurydice,
The Information |
Primary | • Inclusion of ICT in the curriculum
• Percentage of teachers who use computers and/or internet in the classroom • Approaches to ICT defined in the curriculum • Objectives defined in the curriculum for the teaching or the use of ICT • Inclusion of ICT in the initial training of all teachers (except specialist ICT teachers) |
| Secondary (lower and upper secondary education) |
• Inclusion of ICT in the curriculum • Percentage of teachers who use computers and/or internet in the classroom • Reasons given for not using internet with pupils • Approaches to ICT defined in the curriculum • Annual number of hours recommended for teaching ICT as a subject in its own right • Objectives defined in the curriculum for the teaching or the use of ICT • Inclusion of ICT in the initial training of all teachers (except specialist ICT teachers) • Percentage share of compulsory teaching related to ICT, and the number of hours devoted to such teaching, in the initial training of all teachers (except specialist ICT teachers) • Desirable ICT skills according to official recommendations for the initial training of all teachers (except specialist ICT teachers) |
|
| Both | • Number of pupils per computer,
and number of pupils per computer with an internet connection (primary and
secondary education) • Responsibility for the purchase and maintenance of hardware (primary and secondary education • Distribution of the specific budget between the purchase of equipment and expenditure on human resources (primary education, general lower secondary education, general upper secondary education) • Average periods during which primary school teachers use computers (with or without internet connection) in the classroom, hours per week • Specialist ICT teachers • Percentages pf primary and secondary school teachers in Europe who have received official training in the use of computers and/or internet in their teaching |
ICT indicators used in India
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Ministry of Human Resource Development | Presence of MIS | |
| Presence of Software | ||
| ICT in textbooks | ||
| ICT in computer subjects | ||
| In service and pre-service training of teachers | ||
ICD indicators used in Indonesia
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Government | Government’s goals and objectives | Student understanding of ICTs benefits, disadvantages as well as challenges in information technology |
| Student’s use of ICT knowledge in getting, processing, arranging, distributing and keeping information. | ||
| Student’s application of knowledge, skills and attitudes in designing information technology systems, solving problems relating to ICT. |
ICD indicators used in Japan
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| e-Japan Priority Policy Programme |
Number of internet users | • In households • In SMEs (companies with five employees or more) • In corporate (companies with 300 employees or more) |
| Public facilities with internet access | • Includes public halls, libraries | |
| Number of public schools with internet access and computers | • Number of students per PC • Internet access of students |
|
| Number of teachers in public schools who can operate PCs | • Number of teachers at elementary, lower and upper secondary schools and special education schools | |
| Number of human resources with IT-related master’s and doctoral degrees | • Number who graduated from master’s
course • Number who graduated from doctoral course |
|
| Number of foreign nationals with the status of residence, “Engineer,” and number of nationals entering Japan with the status of residence, “Engineer.” | • Number of registered foreign nationals • Number of foreign nationals entering Japan |
|
| Ensuring Security and Reliability | • IT security measures (information security policies, presence of firewalls and back-up systems) |
ICD indicators used in Korea
| Agencies
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Ministry of Education
|
Support | • Training hours of the principal • Training hours of teachers implemented by the school itself • Training hours on ICT use in education per teacher • Percentage of operating budget vis-à-vis the total budget • Percentage of teachers in the department of ICT • Whether an ICT yearly plan exists or not • Whether an incentive system for ICT personnel exists or not |
| Inputs (Infrastructure, hardware, software) | • Number of students per computer • Number of computers per teacher • Percentage of computers less than 3 year old • Percentage of commuters connected to Internet • Speed of Internet connection • Number of educational software(CD-Titles) • Percentage of computers equipped with 5 basic applications |
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| Utilisation | Teachers • Percentage of subjects utilising multimedia for teaching and learning • Percentage of classes using web-board • Percentage of subjects using web-board • Percentage of teachers participating in an association regarding ICT use • Percentage of subjects using computer lab • Percentage of functions of the Information System being used • Whether to use electronic decision system • Number of postings written for and by parents Students • Hours of use of computer per student • Percentage of students in ICT programmes after school (Elementary) • Whether to teach on computer (Secondary) • Percentage of subjects collecting assignments through web board • Number of searching library DB per students • Percentage of student-governing community utilizing web environment • Whether a programme regarding Internet ethics exists • Number of web communities per class Internet • Usage of Internet • Number of access to school website per week • How often school websites are revised |
|
| Output | Teachers • Percentage of teachers having email address • Percentage of teachers having homepage • Percentage of teachers having ICT certificates • Percentage of teachers participating in educational S/W contests Students • Percentage of students having email address • Percentage of students having homepage • Percentage of students having ICT certificates • Percentage of students participating in educational S/W contests • Percentage of students completing the ICT course (32hours) |
ICT indicators used in Malaysia
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
Malaysian government
|
Malaysian Smart schools use of technology for information processing and as a productivity tool, to enhance professional development and to automate instruction. | ICT in curriculum |
| ICT in pedagogy | ||
| ICT in assessment | ||
| ICT in materials |
ICD indicators used in New Zealand
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Paper by David Harris, NZCER | Telecommunications equipment | • Percentage of schools with telephone
lines • Percentage of schools with classrooms that has telephone lines • Percentage of schools with fax machines • Percentage of schools with computers that has access to a modem |
| How schools, teachers and students use telecommunications technologies | • Number of teachers taking in-service
training using a tele-learning approach • Obstacles faced by teachers in using telecommunications technologies • Factors that encouraged telecommunications technology use • Percentage of teachers agreeing that telecommunications technology can enhance learning and teaching • Percentage of students who had positive views about technology activities in school |
ICD indicators used in the Philippines
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Project
TAO Cares (Computer –Assisted Reforms for Schools),
Government through the Department of
Education, through SEAMEO-INNOTECH
|
Availability of public/commercial utilities and services | • Percentage of schools with electricity • Percentage of schools whose electricity is available for 24 hours per day) • Percentage of schools whose electricity is available year-round • Percentage of schools with ICT equipment • Percentage of schools where public/commercial utilities and services are available • Percentage of schools located in communities where public/commercial utilities and services are available |
| Computer skills of school personnel | • Percentage of schools staff who
has computer skills • How school staff acquired computers skills • Percentage of school staff with expertise in using different computer software |
|
| Presence of computers in schools | • How were computers in the schools
acquired • Location of computers in the school • Modes of set-up of the schools computers • Purposes for which computers are used • Operating system used • Software used for teaching and learning • How school acquired software programs acquired • Percentage of schools with Internet access • Source of funds to pay for internet access • Internet connection arrangement (e.g. dial-up, dedicated dial-up or leased line connection) • Who are given access to the Internet (e.g. students, principal, administrative staff etc.)? • Financial capacity to have internet access • How often computers are upgraded • Availability of funds for computer maintenance |
|
| Instructional /academic use of computers | • Percentage of schools offering
computer literacy subjects • How computer literacy subjects are offered (e.g. as part of regular curriculum, integrated with other subjects etc.) • School personnel handling computer courses in the school • Purposes for which computers are used as part of instruction • Fees collected for computer use, internet access • Computer use by non-formal education learners |
ICT indicators used in Slovenia
Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators  |
Research on Internet in Slovenia |
Information-telecommunications infrastructure | TELECOMMUNICATION
|
ICT indicators in South Africa
| Agency
conducting studies |
ICT
Indicators |
Components
of ICT Indicators |
| School Net Educator Development Programme |
Impact of ICT on quality teaching and learning | 1. ICT Skills Level of educator –
includes assessment on skills such as basic word processing, e-mail and
electronic information accessing skills 4. Whole school levels - Whole school ICT use is measured in a number of ways. Staff ICT and integration-related proficiencies are measured individually or on a departmental or whole-staff basis. This is the choice of the school. An instrument is used to measure the instructional use of technology in a school. This instrument categorizes 6 levels of computer efficiency, ranging from non-use to refinement. The emphasis in this framework is given to the degree to which technology is used to support a constructivist orientation to classroom pedagogy. |
ICT indicators used in Thailand
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Government of Thailand | Value-added strategy | • Provision of software, content
and necessary supporting IT curriculum via searching, localising, producing
to make better use of existing hardware in schools • Training of teachers to gain literacy in computer and internet uses • Establishment of maintenance programme for the existing hardware • Enhancement of the capabilities of organisations that can provide support and services to schools by forming network of agencies and individuals • Monitoring and evaluation of the use of technology for education and collect data for planning purpose |
| Equity strategy | • Provision of a set of minimum
requirement equipment and facilities to needy schools including electricity,
3 telephone lines, 5 computer sets, 1 printer, 3 sets of televisions, 5
sets of radio, 3 internet accounts @100 hours per month via SchoolNet programme
• Provision of a "Digital Learning Center" (DLC) to the community • Training of teachers and trainers in IT & Internet literacy |
|
| Quantum jump strategy | • All teachers and students to
be IT and Internet-literate by the year 2002
|
ICT indicators used in the United Kingdom
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| National Grid for Learning (NGfL) http://www.dfes.gov.uk/statistics |
Computers in schools | • Computer /pupil ratio • Average number of computers per school • Type, age and multimedia capability of computers • Average number of computers used for management and administrative purposes • Average number of computers linked to an international school network • Different types of computer peripherals available |
| Internet and electronic communication | • Connectivity to the Net • Number of schools connected to the internet at broadband level • Percentage and number of schools who have their own website • At least one networked computer with internet access in each school for management and administration • E-mail access |
|
| Teacher Confidence and use of ICT in teaching | • Teacher confidence • Use of ICT in subjects • Benefit of ICT in subject |
|
| Expenditure on ICT | • Estimated total • Average per school • Average per pupil |
ICT indicators in the United States of America
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Teaching, Learning and Computing: A National Survey of Schools and Teachers, Center for Research on Information Technology and Organisations |
Internet use by Teachers | • Public schools with internet access • Internet connections in classrooms of teachers • Teacher’s Internet access at home and in their classroom • How often teachers use information from internet in lessons • Teacher’s use of electronic mail to communicate with teachers in other schools • Percent of teachers having their students use different types of software • Student use of web browser software in lessons • Internet use for beyond classroom student projects and publishing • Teacher’s perceived value of having a computer with electronic mail on their own desk • Teacher’s perceived value of classroom world wide web access • Internet use from various locations (home, school etc.) • Internet use by subject matter taught • Internet use by school level taught • Ability to use web search engine |
| Presence of computers in American schools | • Total instructional computers
• Students per computer • Type of computer in each school level • Percent of computers with selected attached peripherals • Locations of instructional computers • Percent technology-intensive by school level • Software saturation • Software diversity • Type of internet access • Public schools with internet access |
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| Teacher and Teacher Directed Student use of computers and software | TEACHER DIRECTED STUDENT
USE OF COMPUTERS EXTENT AND VARIETY OF SOFTWARE USED AND
TEACHERS’ OBJECTIVES FOR USE TEACHER COMPUTER EXTERTISE AND PROFESSIONAL
USE |
|
| Technology support | • Average weekly hours spent by
technology coordinator on designated job tasks • Average minutes spent per week by technology coordinator on job tasks per teacher • Percentage of technology coordinators reporting additional support from others (e.g. teachers, district people, aides, administrators etc.) • Teacher’s rating of availability of technology support (per school level and per type of school) • Total support hours per teacher (per school level and per type of school) • Number of development occasions for teachers (per school level and per type of school) • Technology support content used to deliver technology services to teachers [e.g. (1) facilities: network and internet access, hardware, software (2) staff assistance and necessary services: technical support, help desk, network services (3) one-on-one personal guidance: computer experts for trouble shooting] • Percentage of teachers who had resource (ICT) available for use |
|
| School Investments in Instructional Technology | • Per student expenditure on hardware,
software and support per school level • Instructional technology expenditure by US schools (hardware, software and support • Per student expenditure on hardware, software and support for one year vs. five-year estimates • Five-year technology expenditures per student for schools with and without their own technology budgets • Five-year technology expenditures (per student) for public and non-public schools • School technology expenditures (per student) by community income level • Five year school technology expenditures (per student) by level of technology penetration |
ICT indicators used in Uzbekistan
| Agency responsible
for data gathering |
ICT Indicators |
Components
of ICT Indicators |
| Government | • Number of computer
classes |
|
ICT indicators used in Vietnam
| Agency
responsible for data gathering |
ICT
Indicators |
Components
of ICT Indicators |
| Government | • Establishment of
ICT departments in universities to train teachers for school |
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