[Part 2] Information and Communication Technology (ICT) in Education

Part of two blog posts based on my learnings about ‘ICT in Education’ using ‘E-Learning Series on Information and Communication Technology (ICT) in Education’ available through bangkok.unesco.org. This is a second post. Read previous blog post here. 


According to the Delors Report (a report created by the Delors Commission ), learning constitutes “the heartbeat of society” while 'learning to know', 'learning to do', learning to live together' and 'learning to be' constitute four pillars of education; mutual understanding, peaceful interchange and harmony can be taken as the social aims of education. UNESCO believes that the ‘four pillars of education’ advanced in the Delors Report can be evoked through the effective use of ICT. 

Consider the different factors involved in choosing the right technology to use in your education setting. As you design and deliver solutions, it is useful to bear in mind the different types of literacy:
  • Basic Literacy: It is language and math proficiency at levels necessary to function within society.
  • Technological Literacy: It is knowledge about what technology is and how it can be used. 
  • Information Literacy: It is the ability to locate, synthesize and use information effectively. 
Implications of technology changes for education development:

Each country needs a range of knowledge and skills to deal with technology and the globalization of knowledge, and to adjust to continuous economic and social changes. Education has become indispensable. All should have minimum basic education – a requirement of modern economic, social, political and technological environment. Everything is changing so fast, so we need to prepare students for unknown. Best is to equip them with tools so that they continue to learn anywhere, anytime, on demand. Technology allows learning that is flexible, diverse, and available at different times and in different places encouraging lifelong learning. 

 ICT plays an important role in the development of language skills and information literacy. 

People and their role
  • School level: Teachers/instructors
    - Deliver and mange learning.
    - Primary task is to optimize and enhance learning.
    - Provide interface between the learning technologies and the learner.
  • District level: Education administrators
    Smooth implementation of activities from district down to school level. Management of funds, resource allocation and staffing.
  • National level: Policy makers
    Set directions; make informed decisions about the resources. Take care of monitoring, design and implementation. 
Making good decisions: Decision making models

 SWOT Analysis: Strengths, weaknesses, opportunities and threats

 Strengths and weaknesses are internal factors while opportunities & threats are external factors. Strengths and opportunities are positive factors while weaknesses and threats are negative factors. Organization has fair degree of control over internal factors whereas little or no control over external factors.

 ROI Analysis: The return on investment (ROI) model is another equally important tool for decision making. The goal of ROI analysis is to establish the value of the project by calculating its expected return.

ROI = (Benefits - Costs)/Costs

The Broader Model: The SWOT and ROI analysis fit into a broader decision making model that involves taking the time to think through decisions and take action at six distinct stages. Generally, positive goals can be obtained by using this broader approach:

Stage 1: Define: Define the situation/context and the desired outcome/goals

Stage 2: Research: Research and identify pathways and options

Stage 3: Compare: Compare and contrast each alternative and its consequences

Stage 4: Decide: Make a decision with justification and choose an alternative

Stage 5: Design and Implement: Design and implement an action/operation plan

Stage 6: Evaluate and Upgrade: Evaluate results and upgrade design if necessary 

Consider in depth analysis of project; think how something can be implemented or why something cannot be implemented.

Factors that need to be considered when deciding on an optimal solution for enhancing education and leaning include:

- Finance
- Human Resource
- Infrastructure: physical 
- Level of current competencies (educators)
- Level of proficiency (students/learners)

Work in collaboration to successfully design, implement and evaluate an education project involving the use of ICT:

1. Integrate Initiatives: Training and performance improvement initiatives must be integrated into the overall strategic and operational frameworks of the organization. 

2. Measurement and Evaluation: Process must be comprehensive, yet practical, and feasible as a routine function in the organization. 

3. Partner Relationships: With key operating managers. 

Gobi Women’s Project: Radio for Education
(Source: unesco.org)

With the disintegration of the Soviet Union, Mongolia was abruptly cut off from its exterior financial and technical support. Rebuilding the country's human resources became a top priority. Even though the majority of the Mongolians are literate and numerate, the dramatic shift in political and economic system meant that new training and learning opportunities were needed to cope and take advantage of changing realities.

In 1991 the Mongolian government, with the support of UNESCO, developed a non-formal distance education system capable of responding to the population learning needs. The women of the Gobi desert were identified as being the most in need of learning opportunities and by 1996 thousands of women were taking part in learning activities offered through radio, printed material and the support of visiting teachers.

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