East Asian Experience in Integration of ICT in Schools

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East Asian Experience in Integration of ICT in
Schools

• Lessons learned and recent trends
• Michael Trucano
• Sr. ICT Education Specialist
• The World Bank
• New Delhi 28 May 2009

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ICTs in Education
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ICTsinformationcommunicationtechnologie
s
radio
computers
TV
Internet
phones
devices
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photo opportunities
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or
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strategic choices for education reform
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?
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Michael TrucanoSr. ICT Education
SpecialistEducation SectorWorld Bank
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help the World Bank and its development partners
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Get smart
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Get smarter
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_at_
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appropriate
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relevant
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effective
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and, just as importantly
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inappropriate
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irrelevant
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ineffective
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uses of technologies
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to aid a variety of developmental objectives
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especially in education!
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What do we know about usingtechnology in
education in developing countries?
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What do we know about usingtechnology
effectivelyin education in developing
countries?
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Do they helpmake 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?
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how dowe know?
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goals and caveats
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goals and caveats
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goals and caveats
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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.
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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
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what has changed?
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PRICES
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PRICES
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PRICES
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PRICES
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(magic price 100)
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secondarystudentpopulation
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secondarystudentpopulation
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secondarystudentpopulation
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secondary student population
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innovations
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innovations in marketing
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(corporate) mindsets
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drawing on
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research initiatives
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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
Low cost ICT devices in education (including
mobile phones)
ME of NEAPD e-Schools
ICT education indicators
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ICT in Education Toolkitfor Policymakers,
Planners PractitionersinfoDev UNESCOused
in 28 countries to date,200 requests for use
since launch www.ICTinEDtoolkit.org
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World Bank education projects
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Technologyis revolutionizing education
everywherebut in the classroom
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? East Asia
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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.
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ICTasaniconandengineofinnovation
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some key findings
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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
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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
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c. use
ICTs are being increasingly used in education,
even in the most challenging environments
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for better AND for worse
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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
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ICTs are being increasingly used in education,
even in the most challenging environments in
developing countries
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New PhasesFrom Pilot Projects to Policies to
Scale
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NGOs and private sector leading the way
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Increasing demand from client countries
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for better AND for worse
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20052006200720082009

• renewed explosion of interest
• in providing low-cost computing devices to
  consumers in developing countries -- especially
  in education markets

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• Start work by asking
• How can ICT be done right?
• not
• Should ICT be done at all?

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infrastructuretrainingcontentskillspedagogyef
ficiencyMEpolicy
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evolution
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access
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?
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relevance
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?
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quality
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access ? relevance ? quality
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access ?? relevance ?? quality
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qualityrelevanceaccess
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quality China relevance Malaysiaaccess Korea
Singapore Philippines
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South Korea
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broadbanddigital learning resources
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infrastructure-centric, location-specifictoinf
rastructure-enabling,device agnostic
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Singapore
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ICT for education reformintense monitoring
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The Philippines
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PPPs (GILAS)link with telecomsschoolnet
mobile phones
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Malaysia
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SmartSchoolsPPPs alignment with industry
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China
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Distance Education Project for the Alleviation of
Rural Poverty ProjectEU China Gansu Basic
Education ProjectWorld Links - China
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focus on the teacherglobal standardsmultiple
technologies
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infrastructuretrainingcontentskillspedagogyef
ficiencyMEpolicy
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• What might this mean for India?

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Will (how can) ICTs helpmake 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?
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more informationwww.infodev.org/education
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