Data-driven Information and Communication Technology Planning for Schools, Divisions, and Regions Ma. Mercedes T. Rodrigo, Ph.D. 7 September 2006 Place your logo here. Delete this text afterwards.

Data-driven Decision Making Gathering of information to guide planning Removes guesswork and emotion Plans are more deliberate and focused

National Strategic Planning Initiative for ICTs in Basic Education Launched in 2005 Response to calls for reform Recognition of the potential benefits of ICTs Called for the development of appropriate, effective, and sustainable ICT plans

Appropriate, Effective and Sustainable: How? Base decisions and plans on data Environmental scan: detailed examination of internal and external ICT resources Documents strengths, weaknesses, opportunities, and threats

Data on Strengths Internal resources that help institutions attain their goals E.g. new equipment in the computer laboratory

Data on Weaknesses Internal hindrances to goals E.g. lack of trained staff

Data on Opportunities External resource that can help achieve targets E.g. free training from local colleges or universities

Data on Threats External hindrance to goals. E.g. obsolescence

Scope and Instrumentation ICTs: radio, cassette tape recorders, television, computers, and the Internet Instructional uses Non-instructional uses Survey forms FGDs

Questions to Ask Basic utilities Current facilities Extent of use of ICT facilities Attitudes towards ICTs ICT skill levels ICT needs and desired uses Perceived obstacles

Basic Utilities Electricity Telecommunication Cable television Internet service

Current ICT Facilties Hardware –Televisions –Radios –Video players –Computers and peripherals Software –CDs –VCDs, DVDs Subscriptions –Cable –Internet

Extent of ICT Facilities Who uses? How often? For what?

Attitudes Towards ICTs Determinant of success of ICT integration Positive or negative attitudes?

ICT Skill Levels Inventory of ICT skills of faculty, administrators, and non-teaching staff For technical staff –Ability to use –Ability to troubleshoot, maintain, and repair

ICT Needs and Desired Uses Data from FGDs ICT applications that are not yet used Opportunities for further integration

Perceived Obstacles Problems or issues preventing ICT use Helps identify needs and opportunities for improvement

Issues in data gathering Time issues –Staff is already overworked Financial issues –External funding required? Reliability of data –Cross-validate with interviews and visits

Data Analysis and Presentation Descriptive statistics SWOT analysis Case study Report Essential: connection with ICT plans

Example: ABC High School Current ICT facilities –ABC High School has 15 computers connected to the Internet Current ICT usage –Limited to computer literacy training only –Computer laboratory is only used for computer classes ICT skills and attitudes –Teachers are computer literate. –They want to maximize use of ICTs for teaching other subject areas Plan: To train teachers in the use of ICTs for Math and Science

Example: XYZ High School Current ICT facilities –XYZ High School has 10 networked computers that can access the Internet. ICT skills and attitudes –None of the teachers, administrators, or staff are computer literate. –The Mayor is excited about technology Plan: To request the Mayor’s office for funding for teacher, administrator and staff training

Essential: Connection with ICT plans Facts may be interesting but not relevant, e.g. status of the cafeteria Facts gathered should have a direct relationship with or effect on ICT plans, e.g. the availability of electricity and the usage of ICT facilities, the skill levels of the faculty and staff and their ability to support ICT activities.

Conclusion Data to guide planning Basis for targets and proposed solutions Appropriate, effective, and sustainable ICT plans

Acknowledgements Liezl Formilleza- Dunuan Ma. Celeste Gonzalez Anna Leah F. Macalincag Ma. Thelma H. Tan Victoria L. Tinio