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qualitative ones
! Qualitative indicators should be adequately specified
to be objective and consistent
Disaggregated ! The more disaggregated the indicator, the more easily
data can be manipulated to answer questions not
anticipated at the outset
Practical ! Data can be collected at reasonable cost, given their
utility
! Data are available and can be collected at suitable
time intervals
! Data can be readily collected in various projects for
comparison
Reliable ! Indicator is reliable within the context of the evaluation
purpose and resources
! Data-collection process is consistent across different
time and space scales, using comparable methods
and sampling procedures. Indicator is based on
representative data
Indicators for policy, technological infrastructure and access
1. Policy
From whom
Indicators Definition Purpose to collect How to collect
1. Presence of a national The policy must be Confirm the Ministry of Website, interview,
policy for ICT in education articulated and existence of Education questionnaire
(formal and non-formal) detailed purposeful
endeavour
! LCD projector
! Colour printer
! Digital camera
*
To be disaggregated into formal, non-formal, primary and secondary education.
b) Internet connectivity
1. *Number of PCs *Number of PCs with Does your school have the following
running on the pre-pentium processors equipment that you use for educational
Windows platform purposes:
! Without CD drive ! Colour printer
! With CD drive ! Dot matrix printer
! Scanner
! Multimedia projector
! UPS
*
To be disaggregated into formal, non-formal, primary and secondary education.
3. ICT Curriculum
79
Disaggregated by: 7979
! Geographical location (rural or urban)
! Educational level
! Type of education (formal, non-formal, and special education)
! Subject
! National minorities
1. Existence of a ISCED - definition of General purpose: to From the ministries, ! Get documents
curriculum that primary and acquire, update, national curriculum ! Surveys
incorporates ICT: secondary education improve, introduce development centers, ! Document
data in order to regional or local analysis
! compulsory or To be defined: monitor and education centres, and review
! optional ! compulsory efficiently use ICT: research and teacher
! optional training institutes,
! Basis for teaching
subject area centres
! Basis for providing
educational
content
! Basis for
organizational
infrastructure
! Basis for
curriculum
construction
Indicators Definition Purpose From whom to collect How to collect
3. Number of schools using Specify overall number Ministries of Education, ! Expert opinion
ICT as a separate of schools, disaggregated schools, curriculum ! Curriculum
subject by territorial, level of development centres, statements
education and other regional or local education ! Content analysis
parameters centres, subject area of curriculum
centres, teachers ! Evidence of
additional
instructional
materials
Instructional material is
defined as support for
teaching and learning
ICT.
4. Teaching and Teaching Support Staff (includes all staff fulfilling teaching roles like school
administrators, school librarians, teachers but excluding maintenance staff)
Disaggregated by:
! Gender ! Educational level
! Geographical location (rural or urban) ! Type of education (formal, non-formal,
! Age and special education)
! Subject taught by a teacher/librarian/ ! National minorities
administrator/ICT co-ordinator ! Socio-economic status
1. Percentage of teaching Define pre-service To determine the skills, Ministries, teacher training Surveys (interviews,
professionals who training based in knowledge, attitude, institutes, non-formal questionnaires,
acquired pre-service ISCED attitude, access and education centres, schools telephone
training use of the workforce to interviews,
ICT to serve as a basis expert estimates)
for improving teaching
staff’s efficiency and
effectiveness in the use
of ICT
2. Percentage of teaching Ministries, teacher training Surveys (interviews,
professionals who institutes, non-formal questionnaires,
received training in the education centres, schools telephone
last 3 years against the interviews,
total number of expert estimates)
education staff of
appropriate category
3. Type of ICT training Advanced training Ministries, teacher training Surveys (interviews,
would include institutes, non-formal questionnaires,
! Basic creating web education centres, schools telephone 81
! Advanced pages, telecolla- interviews, 8181
boration, multi- expert estimates)
media, spread-
sheet, data
analysis
4. Length of training Ministries, teacher training Surveys (interviews,
! Less than 10 hours institutes, non-formal questionnaires,
! 10 to 30 hours education centres, schools telephone
! 31 to 70 hours interviews,
! More than 70 hours expert estimates)
5. Percentage of teaching Teaching purposes Ministries, teacher training Surveys (interviews,
professionals who use include lesson institutes, non-formal questionnaires,
Chapter 5: Proposed Set of Indicators
From whom
Indicators Definition Purpose How to collect
to collect
1. Number of hours of School year should be To determine the Teachers and Random sampling –
ICT access per learner standardised across countries skills, knowledge, students some schools, all
per school year attitude, access students and
and student’s use Existing teachers
of ICT to serve as a documents and ! Cost of data
basis for improving secondary collection
student’s specific sources ! How can data
and general learn- be collected?
ing outcomes. ! Concern for
validity
of students’
82 responses
Communication: ability to
exchange information
Situating indicators based on level of ICT development
It was felt that many countries are at different stages of development as far as ICT use in
education is concerned, and therefore, indicators to measure ICT use and impact may not
necessarily be standard or uniformly applicable to all countries. In the region, for example, one
country may already be advanced as far as teacher training or access indicators are concerned,
but may not even have developed an official policy. Or another country may have formulated an
official policy, but may not have begun integrating ICT into the curriculum. The matrix below is
adapted from the Applied Morel’s Matrix, which originated from the UNESCO IITE High-Level
Decision-Makers in ICT Educational Policy in 2001.
The four categories have been defined as follows:
1. Emerging
2. Applying
3. Integrating
4. Transforming
Policy
Technology
infrastructure 83
ICT in the curriculum
8383
Teaching and teaching
support staff
Prior to the opening of the workshop, the resource speakers attempted to fill in the matrix
dealing with the indicators
Chapter 5: Proposed Set of Indicators