Indicators assessing ICT impact in education
General
Towards a Malaysian Knowledge Society
An interesting and informative analysis on Malaysia's progress towards becoming a 'knowledge society', outlining the basic features and discussing some of the cultural and social preconditions, as well as the consequences inherent in such a development. The author notably compares Malaysia against the Netherlands, South Korea and Germany in the section under 'Knowledge Society Indicators'.
Case Studies of Innovative Pedagogical Practices Using Technology
To identify rich descriptions for innovative, technology-based pedagogical practices, whilst providing information to national and local policy-makers to help make decisions related to ICT in advancing their country's educational goals, this study of innovative pedagogical practices that use ICT is in progress. The study involves national research teams in participating countries, using a common set of case study methods to collect data on the pedagogical practices of teachers and learners, the role that ICT plays in these practices and the contextual factors that support and influence them.
ICT Statistics at the New Millennium - Developing Official Statistics-Measuring the Diffusion of ICT and its Impact
This article gives a short overview of the ongoing work in the field of statistics relating to the development of information and communication technology (ICT) and its impacts on the economies and on the society as a whole;introduces three slightly different approaches with different emphasis on describing the emergence and diffusion of ICT and the respective economic and social change; and discusses the basic requirements for the establishment of a new statistical system, as well as the present obstacles and problems of this work.
West Virginia study
This study shows that the effective use of learning technology has led directly to significant gains in maths, reading and language arts skills in West Virginia.
Factsheets
Asean IT readiness indicators for the digital economy and development
The Internet in Southeast Asia – case studies
Assessment tools and guidelines
NetDayCompass website
NetDayCompass.org is a comprehensive education technology web site designed for technology decision-makers working in K-12 schools. NetDayCompass works to connect every child to a brighter future by helping educators meet educational goals through the effective use of technology. The main feature is an organized directory of websites that include education technology information. These resources help make decisions about technology planning, infrastructure, funding, and classroom support.
Cost Calculator for Education Technology Systems
The K12 TCO Calculator calculates approximate costs for implementing a school's technology plan. These costs are based on input from current and projected inventory and practice, professional development needs, building characteristics and proposed modifications, electrical power consumption, and goals defined in the plan. The Cost Calculator is a product by the Institute for the Advancement of Emerging Technologies in Education (IAETE).
The Network Readiness Index
This report presents the Networked Readiness Index (NRI), a major international assessment of countries’ capacity to exploit the opportunities offered by ICTs, and the first global framework to map out factors that contribute to this capacity. Its short-term aim is for the information presented in the NRI to enhance business leaders’ and public policymakers’ understanding of the factors contributing to ICT advancement.
BECTa Website
The website is predominantly aimed at inspectors of primary, secondary, and special schools in England. It offers guidance to team and registered inspectors on dealing with ICT in inspections and provides tools, references, and links. The site was set up by the British Educational Communications and Technology agency.
Assess Your ICT Readiness
Readiness is the degree to which a community is prepared to participate in the networked world. It is gauged by assessing a community’s advancement in the areas that are most critical to the adoption of ICTs. A readiness assessment can be used to help identify strategic priorities. Participants are asked to place their community on a scale from one to four in nineteen categories, grouped in five sections. Each category contains suggested indicators to help the community to best determine its stage of development. The guide is available in eight different languages.
Readiness Assessment
This site is part of the guide which describes the determinants of a community’s Readiness for the Networked World, and a diagnostic tool that systematically examines those factors to assess a community’s Readiness. This particular page provides four scenarios which assess the level and readiness of a school to use ICT in teaching/learning. The first scenario is when schools do not have computers at all; the second one is where ICTs are mostly at the university level; the third one is where ICTs can be found at the university and primary and secondary schools and the last one is where most of the schools at all educational levels have computers.
The learning and evaluation action programme
This web page contains links dealing with measuring impact of ICT in various settings.
Guide for Teachers and Managers: Information and Communications Technology
This guide acts as an aid to schools and local authorities in Scotland, that are independently developing planned approaches and policies for ICT development and implementation, including in the vital area of staff development. The report also identifies as essential a staff development approach that equips staff to deal competently with the hardware and confidently with the application of ICT in teaching and learning.
Best Practices in Cyberspace - Motivating the Online Learner
In an attempt to provide a 'best practice' resource for on-line learning, this paper looks at what motivates on-line learners, exploring the link between personality styles and preferences for various online course components. The paper goes on to look at general ideas about each personality type's preferred method of instruction, providing applicable approaches for educators, along with suggestions for components to include within an online course.
Comparison of eReadiness Assessment Tools
Recently, a number of eReadiness assessment tools have been developed. On the surface, each tool gauges how ready a society or economy is to benefit from IT and electronic commerce. On closer examination, the range of tools use widely varying definitions for eReadiness and different methods for measurement. For example, Harvard University’s model looks at how ICTs are currently used in a society, while APEC’s method focuses on government policies for e-commerce. This report describes the various tools that are available and what they measure, to foster informed decisions about approaches to eReadiness assessment.
Technological Interoperability Standards
The Centre for Educational Technology Interoperability Standards (cetis) was created for the achievement of interoperability standards for learning technology. For learning content, not only technical standards like graphics interchange formats are needed, but also formats for the way in which the packaging, sequencing, and other management of the software is handled so that it can be transferred between platforms and environments. Likewise, standard ways of describing educational materials are needed so that they can be easily searched for and located.
Psycho-educational Evaluation & Design of Multimedia - Some Guidelines Based on the “Approaches to Learning” Perspective
Educational multimedia has a potential for improving student learning by encouraging a “deep/active approach to learning”. However, software characteristics and the context of its use are critical factors regarding this issue. Multimedia evaluation should thus incorporate criteria which measure to what extent it dissuades its users from using a “surface/passive approach” encouraging, otherwise, a deep and successful one. Based on the knowledge about the influence of educational environment on students’ approaches to learning, the author proposes criteria for multimedia evaluation.
Indicators in use
ICT in the New Millennium: ICT Strategy
Inspiration is the key to this strategic vision for ICT in education in East Sussex, England, the idea being to harness the power of ICT to motivate teachers and learners, to increase access to learning and to improve standards. In pursuit of this vision, ICT and e-communications infrastructure and connectivity is being improved and help is being given to schools and other learning communities to motivate students and raise standards by using ICT to support learning.
Education Queensland Minimum Standards for Teachers in Learning Technology
Four key areas needing development are highlighted here: IT skills, curriculum application - including classroom planning and management, school planning; and student centred learning. A checklist of descriptors has been developed for teachers to use to assess their current level in each of these four key areas.
The ISTE National Educational Technology Standards (NETS) Project
The NETS Project aims to define standards for students, integrating curriculum technology, technology support and standards for student assessment and evaluation of technology use. Standards to be developed or refined include: Standards for Students, describing what students should know about technology and be able to do with it; Connecting Curriculum and Technology, providing curriculum examples of effective use of technology in teaching and learning; Educational Technology Support Standards, describing standards for professional development, systems, access and support services; and Standards for Student Assessment and Evaluation of Technology Use.
Education Indicators in Canada - PCEIP 1999
The increasing amount of ICT hardware and software in Canada’s school systems, together with discussion of how best to use them, has created a need for further study in the area. To generate the necessary data, Canada, along with 26 other countries, participated in the Second Information Technology in Education Study (SITES). Findings presented here show the computer to student ratio, as varies radically from province to province, internet connectivity, the internet activities of students and, perhaps most usefully, obstacles that might impede wider use of ICTs.
SchoolNet SA - Assessment and Evaluation of the Impact of ICT
Focusing on educators in SchoolNet distance education programmes, this document highlights the point that assessment of practice requires ongoing interaction between an educator and a tutor or mentor, with use being made of portfolios for assessment. The paper goes on to state the evaluation of the impact of ICT on the quality of teaching and learning should take place at the ICT skills level, the integration level, within professional growth and at the whole school level, as analysed in detail.
Indicators of ICT Usage in Education - IITE
Focusing on primary and secondary education, this document profiles important factors to consider when developing indicators. Three main goals to work towards are identified: to systematise and categorise a given set of indices, to identify any blank spots and to discover figures that can satisfactorily describe the processes. It goes on to detail how to develop indicators through a questionnaire, ensuring inclusion of organisational, educational and informational aspects.
EURYDICE - The Information Network on Education In Europe
EURYDICE, the information network on education in Europe, provides reliable, readily comparable information on national education systems and policies, whilst also acting as an observatory, highlighting both the diversity of systems and their similarities. By disseminating the results of its work, EURYDICE promotes better mutual understanding of these systems and the common issues pertaining to them.
Research on Slovenia Website (RIS)
Dedicated to researching social changes caused by Internet expansion and related ICTs, RIS gathers, interconnects and analyses Internet-related empirical data and then creates indicators. Methodological research of this data follows, via the Internet, with special emphasis on the collection of data that can be used for questionnaire research.
Effective Integration of ICT in Singapore Schools: Pedagogical and Policy Implications
This research project complements and extends both the OECD and SITES projects by studying and documenting both the successful and unsuccessful integration of IT in schools with particular learning environments and their broader sociocultural contexts (rather than just the innovative and best practices). To this end, it is hoped to synthesise and interpret data from the proposed project, SITES and OECD projects to construct IT integration models for Phase I, II and III schools. The theoretical framework of activity theory provides information on the research design and methods in this project. It studies the ways IT is situated within a learning context, vis-à-vis its larger sociocultural context.
Indonesia-ICT Assessment
This assessment has identified opportunities for targeted efforts to advance a pro-ICT legal structure, strengthen the ICT sector, support its development, and expand access to the Internet into rural areas. Recommendations put forth are dominated by the need to support the Government of Indonesia’s move to establish a liberalized, consistent, and predictable telecommunications sector.
Colnodo Develops All-Spanish Software to Measure the Impact of Community Telecentres
Colnodo has been developing a low-cost, easy-to-use, electronic registration system that allows the capture of information to measure and assess the use and impact of public telecentres based in urban/marginal zones and used for development purpose (such as education, democracy and citizen participation, human rights, conflict resolution, environmental protection, etc.). The system facilitates the collection of both qualitative and quantitative data, which can then be applied in different impact evaluation methodologies at any stage of the project process.
Measuring the ICT sector
Measuring the ICT Sector has been prepared by the OECD to provide a statistical picture of the industry that supplies ICT goods and services – a sector that many consider to be of strategic importance to economic growth and performance. For the first time, data has been compiled in a manner as consistent as possible across Member countries using the OECD standard definition.
Occasional paper on "The information and communication technology sector in the Singapore economy, November 1998"
This paper presents the preliminary attempt by the Singapore Department of Statistics to define the ICT sector and the definition, ICT-Singapore, is used to provide an initial estimate of the size of the ICT sector, and its share of GDP.
