• A diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.

• Defined as the basis for developing and using telecommunications and computer systems and digital information and communications systems in the broadest sense. ICT includes hardware, software and netware, as well as institutional, financial, cultural and application-related parameters that determine how ICT will be shaped and developed by society at large.

ICTs Defined

--The Research Council of Norway

--C. Blurton

• MTPDP 2004-2010 envisions ICT as a development tool

“ICT will be harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards specific development goals like ensuring basic education for all and lifelong learning, among others.”

National Vision for ICT

• The education goal set forth MTPDP 2004-2010 is that by 2010 “[e]veryone of school age will be in school, in an uncrowded classroom, in surroundings conducive to learning. Three thousand school buildings a year shall have been built and a computer put in every high school.”

• The MTPDP provides for the wider use of computers to support teaching-learning processes, the promotion of e-learning and information literacy shall, and the establishment of e-learning competency centers.

National Vision for ICTin Education

• Drafted in 2002 and focuses in the ff key areas:– infrastructure development– technical support– teacher training on the design, production and use of ICT-

based instructional materials– research and development– technology integration in the curriculum– use of innovative technologies in education and training– fund generation, particularly through non-traditional

financing schemes

ICT Planfor Basic Education

• Operational targets by 2009– provision of appropriate educational technologies to all

public high schools– provision of a computer laboratory with basic multimedia

equipment to 75% of public high schools– provision of electronic library systems to all public science-

oriented high schools– training of 75% of public secondary school teachers in basic

computing and Internet skills as well as in computer-aided instruction (CAI)

– integration of ICT in all learning areas, when appropriate

ICT Planfor Basic Education

Curriculum & Pedagogy

2002 Restructured Basic Education Curriculum:Conceived as an interactive curriculum that promotes integrated teaching and interdisciplinary, contextual and authentic learning.

“…[W]hat makes this curriculum interactive is the use of information technology and the greater emphasis on computer literacy in all the learning areas in every school where equipment is available.”

The use of ICT is “articulated in terms of skills in accessing, processing and applying information, and using educational software in solving mathematical problems and conducting experiments.”

Curriculum & Pedagogy

• 14.28% of ESs & HSs, public and private, have computers• Highest PC penetration rates

– NCR Region 21.3%– Region III 15.6%– Region IV 12%

• Note that only 66% of schools have electricity!• Computers in schools are acquired mostly through purchases using school funds (45%) or through donations by government and private groups (40%).

Computers in Schools

--SEAMEO Survey, 2000-2001

Recent National Government Computerization Projects• DepED: 1996 to 2004, 3 Batches• PCs for Public Schools of DTI: 2001 to 2005, 3 Batches• DOST: periodically since 1994

Computers in Schools

• DepED estimates to date 69% of public HSs already have at least one computer, and expects this to increase to 75% by end of 2005.

poor student-to-computer ratioranges from 12:1 to 1,098:1mean ratio = 267:1modal ratio = 209:1

poor teacher-to-computer ratio 75% of schools have a ratio of 5:1 or worsemean ratio = 9:1modal ratio = 8:1

Computers inPublic High Schools

--FIT-ED Survey, 2002

Instructional Use of Computers in public HSs

Technology and Home Economics 96.9Science and Technology 77.1Mathematics 67.7

English 62.5Multidisciplinary projects or activities 43.8

Social Studies 30.2

PE, Health and Music 27.1Filipino 25Values Education 25

RHGP 17.7

Literacy Program 1

Journalism 1

Citizen Army Training 1

Percentage of schools that use computers for teaching and learning activities in the indicated subject areas 80.4% of the total

number of hours of computer use in the schools is for basic ICT skills training under Technology and Home Economics for predominantly 3rd and 4th year students

--FIT-ED Survey, 2002

Computers inPublic High Schools

DESPITE...Computers having fast processors and fairly

recent operating systems• 96.4% have Pentium processors• 96% run on Windows 95 or 98

Computers having multimedia capability (with CD ROM drives and sound cards)• 86% computers available for teacher use• 87% computers available for student use

--FIT-ED Survey, 2002

Computers inPublic High Schools

Computers in public HSs areUNDERUTILIZED

• Computers are not used primarily for their intended, curricular purpose, i.e., to enhance the teaching and learning process

• Computers are not used to their full potential as machines—they are being used as glorified typewriters!

Computers inPublic High Schools

Lack of educational software

Mathematics 77Science and Technology 76English 76

Technology and Home Economics 50Social Studies 17

Multidisciplinary projects or activities 9Filipino 4PE, Health and Music 4Values Education 2

RHGP 1

NONE 7

Why are ComputersUnderutilized?

Percentage of schools with educational software available foruse by students

--FIT-ED Survey, 2002

Lack of hardware peripheralsPercentage of schools with hardware peripherals available for use by students

Color printer 90.6Dot matrix printer 53.1Scanner 21.9Inkjet printer 18.8Laser printer 9.4TV and decoder 6.3Video/LCD projector 4.2CD writer 3.1Devices for digital imaging & video processing 3.1Graphical tablet 1NONE 4.2

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Lack of local area networks (LANs)

• Networking indicates a higher level of efficiency in management of educational resources (e.g., sharing of files, distribution of Internet connection)• Only 7% of schools have computers used for educational purposes that are networked

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Lack of Internet access• Only 13% of the schools have Internet access• Only 9% of schools have computers with Internet access available for teacher use• Only 8% of schools have computers with Internet access available for student use• Only 5% of schools have simultaneous Internet access: between 2 to 35 computers• Online time is limited: Half of the schools go online an average of less than one hour per day. Mean access time per month = 32 hours

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Lack of Internet access• Bandwidth is limited: The majority of schools have dial-up connections, max of 56.6 kbps• Educational use is limited:

• In 75.6% of schools: 10% or less of faculty use the Internet• In 57.1% of schools: 10% or less of student population use the Internet for educational purposes, mostly for “online research”

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Generally low level of computing and Internet skills of teachers

1% to 10% 1311% to 25% 826% to 50% 31

51% to 75% 19More than 75% 29

Percentage of schools by percentage of teachers with basic computing skills

Percentage of schools by percentage of teachers with basic Internet skills

None 201% to 10% 5411% to 25% 926% to 50% 1251% to 75% 3More than 75% 2

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Generally low level of skills in using subject-specific applications among facultyPercentage of schools by percentage of teachers who can use subject-specific applications There is a lack of

technical support skillsas well.• Only 32% of schools have at least one member of its staff who can install, maintain and repair hardware and software

None 81% to 10% 3611% to 25% 1926% to 50% 2351% to 75% 8More than 75% 6

Why are Computersin Public HSs Underutilized?

--FIT-ED Survey, 2002

Perceived major obstacles to ICT use• lack of computers• lack of technical support• lack of training opportunities for teachers• lack of standards and guidelines for ICT integration• lack of funds for operations and maintenance

--FIT-ED Survey, 2002

Why are Computersin Public HSs Underutilized?

Networking & Internet Access• Special rates for schools: 1 year free access and preferential rates thereafter, offered by Innove and PLDT• CLIC Program (USAID-Growth with Equity for Mindanao) for ARMM and conflict afflicted areas in Mindanao • YouthTech (Ayala Foundation)• ConnectEd’s GILAS Project (in the pipeline)• Thin Client Pilot (DOST-SEI)

Some Effortsto Fill the Gaps

Teacher Professional Development, ICT Integration, Materials Development• Intel Teach to the Future Program• Appropriate use of New Technologies for Teaching-Learning Science (DOST-SEI)• Partners in Learning (Microsoft)• Coke ed.venture (FIT-ED)• e-Curricula for High Schools (Coke, Mirant Foundation, FIT-ED) • Computer-based Teaching Modules Development (DOST-SEI) • Mobile Information Technology Classroom in the Regions (DOST-SEI)

Some Effortsto Fill the Gaps

REAFFIRM the power of “older” ICTs—radio, television, and playback technologiesComputers and the Internet may be “sexier” but these are not always the most appropriate!

Three Challenges

FOCUS as much on the “soft” side of educational ICTs as the “hard” side.Capacity building, content development, community-building for sustainability are as important, if not more so, than getting the technology into schools.

Three Challenges

INTEGRATE efforts—vertically and horizontally—in ICT integration.Learn to learn from each other.Start building a “community of practice”Break the endless cycle of pilots and start thinking about how we can go to scale

Three Challenges