East Asian Experience in Integration of ICT in Schools

Lessons learned and recent trends

Michael TrucanoSr. 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 TrucanoSr. ICT & Education Specialist

Education SectorWorld 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 dowe know?

goals and caveats

goals and caveats

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

PRICES

PRICES

PRICES

(magic price: $100)

secondarystudent

population

secondarystudent

population

secondarystudent

population

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 Toolkitfor Policymakers, Planners & Practitioners

infoDev – UNESCO

used in 28 countries to date,200 requests for use since launch

www.ICTinEDtoolkit.org

World Bank education projects

“Technologyis revolutionizing education

everywherebut in the classroom”

East Asia

Certain realitiesThese 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.

ICTasan

iconand

engineof

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 increasinglyused 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

2005

2006

2007

2008

2009

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?”

infrastructuretrainingcontentskills

pedagogyefficiency

M&Epolicy

evolution

access

relevance

quality

access relevance quality

access relevance quality

qualityrelevance

access

quality China relevance Malaysia

access Korea Singapore Philippines

South Korea

broadbanddigital 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

SmartSchoolsPPPs & 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 teacherglobal standards

multiple technologies

infrastructuretrainingcontentskills

pedagogyefficiency

M&Epolicy

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?

more information:

www.infodev.org/education

www.worldbank.org/education/ict

blog: blogs.worldbank.org/edutech

follow us on Twitter @WBedutech

mtrucano@worldbank.org