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ICT indicators used in different countries

ICT Indicators used in Australia

Agency responsible for data gathering
ICT Indicators
Components of ICT Indicators

Government

http://www.edna.edu.au

University of Sydney

What students should know and be able to do at a certain level

Connectivity
  • Number of teachers with notebook
  • Computer, student ratio
  • Bandwidth available in schools
  • Type of internet connection
Changes in student performances after integrating ICT into education
  • Increase in student engagement, enthusiasm and motivation
  • If student –centred learning took place
  • Improvement in students’ high-order thinking skills improved
  • Occurrence of changes in teaching practices
  • Improvement in the ability to use emerging technologies

 

 

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
the Baltic States in Word or PDF Adobe

http://www.iite.ru

Official Documents
  • Official documents in IT/ICTs in secondary education valid till 2002
  • Official documents in IT/ICTs in secondary education currently in force
ICTs in Curricular
  • Available state curriculum on Informatics and/or Information Technologies
  • Informatics and/or Information Technologies as a separate subject
  • ICT usage to support other subjects implied in curricula on these subjects
Hardware Equipment
  • Computer classrooms availability in educational institutions (EI)
  • The average number of students per one computer in EI equipped with computer classrooms
  • Percentage of IBM- and Apple-compatible computers in total number of EI computers
  • Percentage of EI equipped with one or more multimedia system in total EI equipped with computer classrooms number
  • Percentage of EI equipped with local network to total EI equipped with computer classrooms number
Software
  • Percentage of computers with installed OS DOS™ to total number of computers in computer classes
  • Percentage of computers with OS Windows ™ or Apple Macintosh to total computer number in computer classes
  • Percent of computers with other OS to total computer number in computer classes
  • Percentage of EI with any educational software for teaching the corresponding subjects to total EI number with computer classes:
    • Elementary school subjects
    • Science subjects
    • Humanities
    • Informatics or Information Technologies
  • Percentage of educational software designed by the specialists within the country to total number of educational software used in EI for teaching of the corresponding subject curriculum (elementary school, science subjects, humanities, informatics/information technologies)
  • Percentage of educational software designed by foreign specialists to total number of educational software used in EI for teaching of the corresponding curriculum (elementary school, science subjects, humanities, informatics/ information technologies
Global Communications
  • Percentage of EI without Internet access
  • Percentage of EI with limited Internet access – only e-mail
  • Percentage of EI with access via dial-up channel
  • Percentage of EI with access via dedicated line
  • Percentage of EI with own web-pages
Personnel Development
  • Percentage of elementary school teachers, subject teachers (except teachers of Informatics and/or Information Technologies), teachers of Informatics and EI administration who have undertaken the computer literacy course from 1 September 1999 until present time
    • Less than 50 hours(index 1)
    • 50-100 hours(index 2)
    • over 100 hours(index 3)
  • Computer skills of elementary school teachers, subject teachers and teachers of Informatics and administration Elementary computer literacy
  • Proficiency in ICT field

 

 

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/
Indicatorsite/english/pages/page19e.html

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
Network on Education in Europe

http://www.eurydice.org
/Documents/TicBI/en/FrameSet.htm

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

http://www.kantei.go.jp/foreign
/it/network/0626_e.html

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


Korean Educational Research and Information Service (KERIS)

http://www.keris.or.kr/english

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
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),
Senate Committee on Education, Arts and Culture

 

Government through the Department of Education, through SEAMEO-INNOTECH
http://www.seameo-innotech.org/frames.html

 

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

http://www.ris.org/

Information-telecommunications infrastructure

TELECOMMUNICATION
• No. of telephone connections
• No. of telephone connections per 100 residents
• No. of cellular phone connections
• NMT
• GSM
• No. of cellular phone connections per 100 residents
• No. of ISDN connections

INTERNET
• No. of internet providers
• No. of backbone providers
• No. of computers connected to the internet per 100,000 residents
• No. of www.domain.si web sites Schools and related institutions
• School institutions with internet access (secondary schools, primary schools, youth hostels, kindergartens)
• Pupils with internet access
• Schools institutions with homepage

COMPUTERS, NETWORKS and ISDN
• Average number of computers per 100 employees
• Average number of computers per 100 pupils
• Share of schools with computers connected to network and ISDN

 

 

 

ICT indicators in South Africa

Agency conducting studies
ICT Indicators
Components of ICT Indicators

School Net Educator Development Programme

http://www.school.za/
edict/edict/assess.htm

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

2. Integration Level – to be measured using the following guidelines:
• Educators' Competence with ICT
• Educators should be able to draw on generic ICT applications in order to prepare for teaching.
• Educators should be generally competent in those ICT resources that could most benefit their teaching and the learners' learning.
• Educators should understand how to access and use electronic information and communications resources such as the Internet, for the benefit of both the educator and the learner.
• Educators should know how to use ICT to improve their professional and administrative efficiency.
• Educators should know how to encourage the development of learners' ICT skills within the context of the lessons being taught.
Integration of ICT with the Curriculum
• Educators should understand the key learning strategies that influence the use of ICT to support teaching and learning.
• Educators should know how to organize their class and classroom when making use of ICT to achieve lesson outcomes.
• Educators should understand the role of computer literacy, with particular reference to the educational use of computers as a tool in a diverse and developing country like South Africa.
• Educators should know and understand the characteristics of information, particularly its role in learning and its ethical use and its credibility.
• Educators should be aware of current health, legal and ethical issues regarding the use of ICT in the classroom.
• Educators should understand how to assess the contribution of ICT to the process of learning.

An evaluation instrument is created for assessments in this category.

3. A growth in the educator as a professional. These is measured initially by conducting pre-course baseline studies in which the educator reflects on existing practice and perceived shortcomings. This process begins with a workshop and further pursued by the mentor in the follow-up period. Progress evaluation of the impact of ICT and the development programme on the educator as a professional should is monitored by prompting from the mentor and the educator recording entries in an electronic journal.

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
• Production of 250 titles of academic software and contents annually and provision of funding worth 500 million baht per annum to various communities for content development as well as provide budget for localizing 2,000 titles of useful foreign content.
• PC density target by the year 2006 as follows:

    • 1 : 20 for Secondary School level
    • 1 : 40 for Primary School level


• Investment in the production of IT and network equipment for use in the education sector including software and multimedia
• Provision of IT for education and professional development to the under-privileged, the disabled, and common people seeking lifelong education
• Provision of adequate radio frequencies for the education sector
• Investment in research and development in IT for education at least 400 million baht per year
• Establishment of monitoring and evaluating procedures and protocols
• Establishment of a National Institute of Technology for Education

 

 

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
/DB/SBU/b0296/sb09-2001.pdf

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

http://cnets.iste.org/

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
Teacher and Teacher Directed Student use of computers and software

TEACHER DIRECTED STUDENT USE OF COMPUTERS
• Access to classroom computers
• Computer-student ratios on classrooms
• Number of classroom computers needed for frequent use
• Computer access in lab and media centers versus classrooms
• Computer platforms used by students

EXTENT AND VARIETY OF SOFTWARE USED AND TEACHERS’ OBJECTIVES FOR USE
• types of software used
• software that teachers judge as most valuable for students
• objectives for computer use
• student computer use for school work on their own time

TEACHER COMPUTER EXTERTISE AND PROFESSIONAL USE
• Use of software in profession
• Expertise with computers

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 integration in subjects like Physics, Chemistry and Biology
• Teacher training

 

 

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
• IT as a subject in general education
• Number of trained teachers
• Provision of computer labs in schools
• Collaboration in international training about IT
• Application of IT in school management



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