East Asian Experience in Integration of ICT in Schools Lessons learned and recent trends Michael Trucano Sr. ICT & Education Specialist The World Bank New Delhi: 28 May 2009

ICTs in Education

ICTs = information & communication technologies computers Internet phones radio TV devices

photo opportunities

or

strategic choices for education reform

?

Michael Trucano Sr. ICT & Education Specialist Education Sector World Bank

help the World Bank and its development partners …

“Get smart”

“Get smarter”

@

appropriate

relevant

effective

and, just as importantly…

inappropriate

irrelevant

ineffective

uses of technologies

to aid a variety of developmental objectives

especially in education!

What do we know about using technology in education in developing countries?

What do we know about using technology effectively in education in developing countries?

Do they help make schools more productive and efficient than they currently are? transform teaching and learning into an engaging and active process connected to real life? prepare the current generation of young people for the future workplace?

how do we know?

goals and caveats

“I believe that the Internet is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to touch every branch of human knowledge through the Internet.”

“I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks. It is possible to touch every branch of human knowledge through the motion picture.” -- Thomas Edison 1922

what has changed?

PRICES

(magic price: $100)

secondary student population

innovations

innovations in marketing

(corporate) mindsets

drawing on …

research initiatives

Critical Review of ICT and Education in the Caribbean & Africa (75 country reports) + South Asia ICT Components in World Bank education projects Monitoring & Evaluation of ICT in Education Initiatives ICTs and Teacher Professional Development ICT & education indicators M&E of NEAPD e-Schools Low cost ICT devices in education (including mobile phones)

ICT in Education Toolkit for Policymakers, Planners & Practitioners infoDev – UNESCO used in 28 countries to date, 200 requests for use since launch

World Bank education projects

“Technology is revolutionizing education everywhere but in the classroom”

 East Asia

Certain realities These sorts of investments are not made solely on economic grounds; treating them as such misses the mark. Decisions to buy PCs are fueled as much by aspiration as by evidence -- and economics. In many cases, prices have fallen to a point where countries are saying “we can finally do this”. (MOE Guyana: “We used to be out of the game, now we can join”) Technology and infrastructure issues drive the process, at least at the start.

ICT as an icon and engine of innovation

some key findings

impact of ICT use on learning outcomes and future employment is unclear, and open to much debate absence of widely accepted standard methodologies and indicators to assess impact disconnect between the rationales most often put forward to advance the use of ICTs in education and their actual implementation a. impact

very little useful data on the cost of ICT in education initiatives, especially those attempting to assess Total Cost of Ownership, nor guidance on how to conduct cost assessments. b. costs

c. use ICTs are being increasingly used in education, even in the most challenging environments

for better AND for worse

d. lessons learned and best practice emerging best practices and lessons learned in a number of areas, but with a few exceptions (notably on ‘schoolnet’ development and general lessons learned), they have not been widely disseminated nor packaged into formats easily accessible to policy makers in developing countries, and have not been explicitly examined in the context of the education-related MDGs

ICTs are being increasingly used in education, even in the most challenging environments in developing countries

New Phases: From Pilot Projects to Policies to Scale

NGOs and private sector leading the way

Increasing demand from client countries

for better AND for worse

renewed explosion of interest in providing low-cost computing ‘devices’ to consumers in developing countries -- especially in education markets

Start work by asking: “How can ICT be done right?” not “Should ICT be done at all?”

infrastructure training content skills pedagogy efficiency M&E policy

evolution

access



relevance



quality

access  relevance  quality

access  relevance  quality

quality relevance access

quality China relevance Malaysia access Korea Singapore Philippines

South Korea

broadband digital learning resources

infrastructure-centric, location-specific to infrastructure-enabling, device agnostic

Singapore

ICT for education reform intense monitoring

The Philippines

PPPs (GILAS) link with telecoms schoolnet mobile phones

Malaysia

SmartSchools PPPs & alignment with industry

China

Distance Education Project for the Alleviation of Rural Poverty Project EU – China Gansu Basic Education Project World Links - China

focus on the teacher global standards multiple technologies

infrastructure training content skills pedagogy efficiency M&E policy

What might this mean for India?

Will (how can) ICTs help make schools more productive and efficient than they currently are? transform teaching and learning into an engaging and active process connected to real life? prepare the current generation of young people for the future workplace?

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