1. Peace Corps Dominican Republic ICT Education

2. How was the Project Developed ? FACTORS (Why) The growing reliance on foreign support through tourism and globalization drives a need for individuals who have skills in high- tech fields. Youth who strive to become professionals in any field have to be familiar with at least basic software packages such as MS office. Nearly every company in the Dominican Republic is computerized and the need for computer literate employees is growing. The information revolution has already hit the Dominican Republic and those left behind have little chance to improve their economic situation without first learning basic computer skills. PARTNERS (With Whom?) Ministry of Education World-Links Local Community Based Organizations

3. Snapshot View of ICT Education in the DR During the past 40 years, the Dominican Republic’s demographic and economic profile has changed dramatically, cities and large towns have grown so rapidly that today over 64% of Dominicans reside in urban areas. While the DR is still strongly dependent on agriculture the nation today has a much more diversified economy that includes manufacturing, commerce, and the service sectors, light industry in industrial free zones, retail commerce, and tourism. The change in economy towards a more service-based economy requires much greater use of information and communication technology for the DR to become an attractive destination of foreign and national investment. To respond to this, the current and previous governments have made substantial investments in improving information communication technology including upgrading of the government and private sector technology base as well as the creation of 500+ IT labs in schools across the country.

4. ICT Education PROJECT PLAN

5. Project Purpose To improve the availability and quality of education in rural and marginal urban schools through training teachers, students and other community members to use information and communications technologies (ICT) to teach and learn more effectively, as well as to generate greater income.

6. Project Goals GOAL #1: Training Teachers GOAL #2: Training Youth GOAL #3: Training Community Members

7. GOAL #1: Teachers will enhance their ability to effectively utilize information technology as part of their teaching methodology. Objective 1: By the end of FY 2006, 66 PCVs, and project partners will deliver 396 workshops/courses to assist 5,280 teachers to become familiar with various IT educational content packages, educational content web sites, Word, Excel, Internet, etc. and how to apply this knowledge to improving their teaching of 316,800 students. Objective 2: By the end of FY 2006, 66 PCVs and project partners will provide individual support to 1,716 teachers and their students in how to utilize IT skills in teaching/learning of educational subject matter.

8. GOAL #2: Youth will enhance their ability to use information technology to learn and use their marketable skills. Objective 1: By the end of FY 2006, 66 PCVs, and project partners will establish 66 youth computer clubs to provide out- of-school-time opportunities to 1,320 youth to develop computer learning skills, computer programming, research, data entry, and/or computer repair skills. Objective 2: By the end of FY 2006, 66 PCVs, and project partners, will deliver 100 workshops / courses to 1,320 youth in community to become familiar with various information technology hardware and software packages (Educational content web sites Word, Excel, Internet, web-design, MS Publisher, email, etc.) and how to apply this knowledge to improving their learning and income potential.

9. GOAL #3: Community members will utilize and coordinate technology resources in their communities. Objective 1: By the end of FY 2006, 66 PCVs and Project Partners will train 66 communities in the development of community Technology Diagnostics, Community Technology Committees, and Community Technology Plans. Objective 2: By the end of FY 2006, 66 PCVs and Project Partners will facilitate access to technology resources through workshops, open-lab hours, and individual assistance to 1,320 community members and/or organizations.

10. Typical Volunteer Cycle  Pre-Service Training (12 weeks including CBT)  Months 0-3: Community Diagnostic and Relation Building  3 Month IST: Diagnostic Report and Start the 1 st Year Project Planning Process  Months 3-12: Complete Project Plan, Implement, and Monitor project  12 Month IST: Evaluate 1 st year progress and Plan 2 nd Year  Months 12-24: Reformulate, Implement, Monitor, and Evaluate project  Months 21-24: Begin transition process  Pre, 3, 12 month Site Visits  Close of Service Conference

11. Top Ten Activities in the Special Education Project 1. Basic computer training for teachers, youth and community members 2. Forming community technology committees and implementing sustainable business model 3. Teaching English through ICT 4. Publishing students newsletters 5. Incorporating educational software in curriculum 6. Creating youth ICT clubs 7. Fundraising to replace broken parts or buy supplies for the lab 8. Open lab hours 9. Teaching strategies on literacy and technology 10. Training youth to become lab monitors and to repair computers

12. Success Story: Jeremiah Marble Jeremiah Marble (2004-2006) works in a World-Links supported telecenter in Villa Fundación de Baní. The center offers computer courses and services to Villa Fundación and the surrounding communities. Jeremiah has also made sure that the telecenter remains an integral part of the high school as he has trained the teachers in basic ICT applications and worked with them to integrate ICT into the school curriculum. Jeremiah has initiated a number of other projects associated with the telecenter including a technology committee, a youth ICT club, a programming team, and a computer repair team composed of his most advanced students. In addition to providing technical training to youth, Jeremiah has also helped start Mente Positiva, an initiative to promote leadership development for youth through sports and other extracurricular activities. Additionally, in response to the major energy problems that plague the country, Jeremiah started to promote education, awareness and use of alternative energy in the Dominican Republic. Along with youth from Villa Fundación, he gave workshops and presentations about relevant solar energy applications to various community groups. Two nearby communities have begun to use solar panels for different applications. Currently, Jeremiah is continuing to work with the leaders of the various projects and groups he has been involved in for the past year and a half. To ensure that the projects continue and succeed after he leaves Villa Fundación, Jeremiah is gradually reducing his role in each project and is preparing the current leadership to take full responsibility.

13. ICT Project Impact Snapshot 450 teachers trained in using software, hardware, and linking IT to teaching through developing IT- related lesson plans. Over 2,000 youth trained in using IT to enhance learning and marketable skills 15 youth ICT clubs were formed 66 youth use ICT resources to practice and improve their English-language skills 16 Community Technology Committees created to help sustain IT labs 5 special education schools are using ICT to support and/or conduct educational activities

14. Being a Volunteer is…  A Unique Experience  A Challenging Experience  A Growing Experience  A Sharing Experience  An Unforgettable Experience  IT ALL DEPENDS ON WHAT YOU DECIDE IT WILL BE!

15. Are you ready for the challenge? Welcome to the ICT Education Project