Use of specific ICT Tools in Education A Knowledge Map on Information & Communication Technologies in Education By: Brian Parsons ID#

Useful Acronyms ICT – Information Communication Technology LDC – Low Developed Country OEDC - Organization for Economic Co-operation and Development CAI – Computer Aided Instruction IRI – Interactive Radio Instruction EFA – Education for All

Guiding Questions What is know about which ICTs are most useful to benefit education? What do we know about the usefulness/appropriateness of specific ICTs? What do we know about the use of open source and free software education?

Concept of LDC The concept of LDCs originated in the late 1960s and the first group of LDCs was listed by the UN in its resolution 2768 (XXVI) of 18 November 1971 Since the LDC category was initiated, only three countries have graduated to developing country status. –The first country to graduate from LDC status was Botswana in –The second country was Cape Verde, in –Maldives,became the third country to graduate to developing country status on 1 January 2011

LDC and OECD Countries LDC Countries(Asia) Afghanistan Bangladesh Bhutan Cambodia East Timor Laos Myanmar Nepal Yemen OEDC Countries Luxembourg Norway Switzerland United States Australia Austria Ireland Netherlands Sweden Denmark Canada Germany Belgium Finland Iceland France United Kingdom Japan

Current Technology in LDC Reliable Internet is not widely available TV and radio broadcast are most efficient transmission –High start up cost – but efficient once started –Distance Learning –One-to-Many broadcast technology – appealing to donors Radio Instruction –Radio instruction combined with school based education resources ICT –Can be used to create and broadcast educational content more targeted to the needs of specific communities CAI –computer is replacement for teacher –Not highly regarded by experts in OECD –Still receives much interest in LDC

Trends D igital divide among the LDCs (Least Developed Countries) still widening despite globalization and initiatives at national and international level, which are failing to keep pace with the growing ICT Only few out of 49, are making positive move towards digital economies whereas maximum are lagging far behind. Adoption of ICT in LDCs could yield significant benefit in improving the economy and likely to sort out many of the deep-rooted problems like transparency, governance in the public sector administration. –Creating transparency of a country’s government and economics may be something many governments are willing to allow The legacy system of having a long queue for hours together to collect a government form is still prevailing in an LDC environment

Trends (continues) The big picture involving IS (Information Systems) implementation is often out of focus. A long term strategic direction is thus necessary to overcome the prevailing constraints.

Potential for Future Improved internet technology will make reliable internet available in the future. Growing use and capabilities for hand held devices –Little research has been done, but there is great potential

Issues Placement of Computer - What is the best place for limited supply of computers –Schools –Community Center –Mobile Internet Centers on Vans The use of “Free Software” –Sounds nice – but are there hidden costs/agenda Pushes for Newer software/upgrades –The information of advantages of new software/upgrades are generated by the sponsoring company (biased?) How are projects managed and maintained over time –staff and money and training

General Observation Once ICT is installed in schools, it continues to be used for the functioning life of the technology. –Upgrades and maintenance are often not budged Policy Makers and donors are “bombarded” with information from vendors about the benefits of their product –There needs to be independent research on the appropriateness and educational benefit (ICT Monitoring Presentation)

What do we know about the effective uses of information and communication Key Findings: Impact – The impact of ICT use on learning outcomes is unclear, and open to much debate. –Widely accepted, standard methodologies and indicators to assess impact of ICTs in education do not exist. –A disconnect is apparent between the rationales most often presented to advance the use of ICTs in education (to introduce new teaching and learning practices and to foster ‘21st century thinking and learning skills’) and their actual implementation (predominantly for use in computer literacy and dissemination of learning materials). Costs –Very little useful data exists on the cost of ICT in education initiatives, especially related to Total Cost of Ownership and guidance on how to conduct cost assessments. Current implementation of ICT in education –Interest in and use of ICTs in education appear to be growing, even in the most challenging environments in developing countries.

References achievement achievement effective-uses-information-and-communication-technologies- education effective-uses-information-and-communication-technologies- education member-countries.htm member-countries.htm