Professional Documents
Culture Documents
and Sustaining
ICT in Primary Schools*
August 2009
Change Management
Financial Alternatives
Deployment Models
Table of Contents
Table of Contents ........................................................................................................................................................................ 1
Creating an ICT in Primary Education Plan & Total Solution Approach ......................................................................................... 7
Conclusion ................................................................................................................................................................................. 46
Glossary ..................................................................................................................................................................................... 48
Resources .................................................................................................................................................................................. 49
Bibliography .............................................................................................................................................................................. 50
Endnotes ................................................................................................................................................................................... 51
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Guide for Developing and Sustaining ICT in Primary Schools
Change Management — for all stakeholders and Schools have larger student-teacher ratios, lower per-pupil
then for teachers more specifically expenditure and fewer resources than secondary or
tertiary institutions. Students do not specialize in subjects
Understanding the Total Cost of Ownership and tracking is less frequent than in upper grade levels.
Assessing Financial Alternatives & Secure Funding
Home backgrounds of students are the most diverse. This
Digital Learning Content is the most accessible level of education, and there are no
entrance requirements for basic admission.
Orientation & Training
Deployment Models Curricula span the broadest range of topics. Children learn
how to learn, and there is an emphasis on basic skills, from
Sustained Operations
how to hold a pencil to reading, writing and numeracy.
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Framework for ICT Programs in Primary Schools
Guide for Developing and Sustaining ICT in Primary Schools
21 st Century Skills The integration of computers into education from an early age also
UNESCO defines 21st Century Skills as including: prepares students for an economy in which technology is not just a
tool that increases productivity, but an indispensable and
Problem solving
necessary part of every job.
Communication
Collaboration The need to invest in primary schools
Experimentation
Educational administrators with tight budget constraints may not
Critical thinking immediately consider technology in primary education their top
Creative expression priority. The primary schools in question may have little or no
experience with incorporating technology and would need to build
UNESCO asserts that these skills should be curricular goals
the infrastructure required to support it. And in addition to the
in and of themselves. i
resources required, introducing computers on a large scale means
rethinking how teachers teach — an extremely important, but
daunting, task.
Until now, computers in schools have been used mostly to improve
or complement traditional classroom learning. Students have With recent technological innovations designed specifically for
generally accessed computers either in labs or in classrooms where younger children such as ruggedized laptops and interactive
a computer is a shared resource. These models limit each child’s instructional content, as well as the more prevalent deployment of
time on a computer, as well as the extent to which technology can technology in secondary schools, there is now a more convincing
be used to transform the way children learn . i case that investing in ICT in primary education produces a return.
As shown in Figure 1 on the next page, technology in primary
The spread of 1:1 eLearning initiatives in which each student and schools advances not only short-term educational goals but also
teacher has a dedicated computer promises to change that. long-term social and economic objectives and the creation of 21st
Students will have the maximum amount of interaction with century skills.
computers and the devices will also be able to serve as vehicles for
innovative learning and the development of 21st century skills.
Teachers will also be able to create content, which can be uniquely
tailored to a child’s learning pace, preparation and style. Lastly, 1:1 Pioneering 1:1 eLearning in
eLearning will make it easier for students to learn at different
paces without disrupting their peers, an issue that speaks to Primary Schools
primary school teachers everywhere. The Magellan initiative in Portugal will provide each of the
nation’s primary school children with a localized Intel -
Primary schools move into the spotlight powered classmate PC for use in the classroom and at
home. This may be the most visionary example of the shift
This move toward an interactive, student -centered model across to 1:1 eLearning in primary schools. While Magellan builds
the entire education system requires a greater use of computers — on established programs at the secondary school level, it
from the earliest years. Most computer use in schools, especially in takes these models even further. Portuguese leaders
the developing world, has taken place in secondary schools . But in reasoned that, as with language and reading, children can
some places, educators are recognizing that developing higher best master technology when they begin at the earliest
order skills in younger children is key to building ages.
those skills when children move on to secondary
schools . Many of them also believe that computers offer a real
opportunity to address some of the challenges in teaching,
especially in underserved communities and for the specific
challenges in the early grades. For example, student -centered,
computer-based learning may ease the burden on primary school
teachers by allowing students to navigate subjects by themselves,
at their own pace. This could be particularly valuable in rural areas
where there may be few teachers, many of whom may lack training.
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Framework for ICT Programs in Primary Schools
Guide for Developing and Sustaining ICT in Primary Schools
ICT and educational outcomes Improvements in test scores Rigorous studies of primary-
school computing initiatives in Mexico and India have found
Educational outcomes may be measured in terms of academic improvements in test scores among students provided with access
performance, such as improved test scores, or non -academic to computer learning tools compared to control groups that did not
metrics such as higher student or teacher morale or improved have access to these tools. In Mexico, primary school students who
attendance. Computing initiatives may also aim to reduce were given access to computers for use in math instruction
inequalities in student achievement, by facilitating equal outperformed children without such access. i The same held true in
educational opportunities across genders and economic classes. 100 primary schools in India, where third- and fourth-grade
students that had access to a computer-assisted math program
showed significant improvements in math achievement compared
Technology Designed to those that did not have access to the program. ii
Specifically for Primary- Enhanced behavioral outcomes and “soft” skills For
behavioral and ―soft‖ educational outcomes such as student
school-aged Children motivation and attendance, the evidence of the benefit of
The device market has changed dramatically with a new technology in primary schools is even stronger. Numerous studies
breed of small, lightweight, ruggedized computers, such as have found that both students and teachers that use computers
the Intel® Powered classmate PC, designed especially for have increased enthusiasm. One large -scale study in Britain of
primary-school-aged children. special education schools found improvements in a range of
behavioral measures associated with the use of compute rs in a
variety of settings. These benefits were especially strong in
subjects related to research, writing and presentation of work. iii
Students — including primary school children — in Egypt that have
participated in iEARN online collaborative projects state that they
are more confident in expressing themselves to others, dealing
with students from different backgrounds and working in groups. iv
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Framework for ICT Programs in Primary Schools
Guide for Developing and Sustaining ICT in Primary Schools
ICT and economic and social benefits government’s ambitious program of introducing computers in the
classroom has shrunk inequalities between Chilean families and
Advancing schools’ educational goals in the ways described above advanced the goal of equality for students. vii
is a big reason for bringing computers to primary schools. But the
potential long-term economic and social benefits that ICT can help Building a local IT ecosystem and skill set Computing
deliver are also a major motivator for decision makers. Leaders initiatives can also have a major impact on the development of the
know that investments in ICT for education are critical to IT ecosystem in which they exist. Because eLearning initiative s
developing a skilled workforce and attracting the high -value-added, require technical support, training programs and supplies, local
21 s t -century jobs that will allow developing countries to move up providers experience higher demand for their products and
the economic value chain. vi services. This impact can be even greater if some portion of the
hardware or software is created or manufactured in -country.
Project Magellan in Portugal provides a vivid example of this effect.
The country’s decision to provide a locally -built Intel-powered
Award-winning Educational classmate PC for all of its primary schoolchildren has given the
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Framework for ICT Programs in Primary Schools
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Guide for Developing and Sustaining ICT in Primary Schools
ICT in Primary Education certain period of time (usually five years). These goals, such as
increasing basic literacy or boosting creative reasoning skills, may
Plan be in an existing planning document or they may be mandated b y
Learning Point Associates defines an ICT in Education plan policy or law. Often, a required primary school curriculum will
as a tool for integrating technology into schools’ curriculum, already exist and technology should be used to support these
based on the shared vision of educators, parents and defined learning objectives. In primary schools, the focus is
community members. It ensures that technology frequently on preparation for secondary education; the ICT in
strengthens existing curricula and supports meaningful, Primary Education Plan should also be aligned with these transition
engaged learning (http://www.ncrel.org/sdrs/engaged.htm) goals in mind. The ICT in Primary Education Plan should then
for all students. It also specifies how the technology will be describe the ways in which ICT could support these goals, a process
paid for and how its use will be supported. that in turn helps determine the appropriate technology solution .
Both the general goals of education (e.g., literacy and numeracy)
and the specific curriculum objectives (as defined in, for example, a
national curriculum) will be best served by an ICT in Primary
Education Plan that builds on this existing structure.
Importance
ICT in primary education plan components
The ICT in Primary Education Plan guides the activities carried out
during a deployment and is designed to make certain that each part ICT in Primary Education Plans consist of the core elements
of a technology program is aligned with broader educational goals. outlined in Figure 3. The core elements of the ICT in Primary
An ICT in education expert in Africa has noted that schools with Education Plan are further described next:
ICT in Primary Education Plans are more likely to use ICT in
innovative ways than those that do not. Unfortunately, most Overarching needs and vision Explains how ICT will be used
developing-country governments (or subsidiary governing bodies) to achieve broad learning objectives, specific educational goals and
do not have an ICT in Primary Education Plan, which deprives curriculum requirements.
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Creating an ICT in Primary Education Plan & Total Solution Approach
Guide for Developing and Sustaining ICT in Primary Schools
Level of technology integration Officials may have ambitious Parents will need to understand how this will be achieved and how
end-goals for the way in which they want to integrate technology they can assist in this process in order to feel comfortable with the
in primary schools and they need to keep these in mind and plan program.
interim steps accordingly. The figure on the next page is from
Intel’s eLearning Deployment guide and it shows the five
―ingredients‖ (technology access, connectivity, digital content, Unique Features of an ICT
improved learning methods and professional development) of an
ICT in Primary Education Plan and how they differ across eLearning in Primary Education Plan
environments. The figure indicates that schools with a five -year The basic components of an ICT in Education Plan are
goal of wireless classroom connectivity, for example, would not similar for primary, secondary and tertiary institutions.
want to invest heavily in wiring classrooms in the near term. Most What is unique about primary schools is:
primary schools in developing countries are at the Basic ICT level
but will likely progress to higher levels of integration. Some The limited use of technology in these institutions
countries will elect to jump directly to1:1 eLearning environments means that this will likely be the first ICT in education
to maximize student-centered learning and full integration of plan for these grade levels.
technology into teachers’ instruction methods. As near -term The plans will be geared more toward the more rigid
resources may be limited, the effective use of these resources will requirements of mandatory formal education
require an understanding of how and when the level of integration (curricula, exit exam criteria).
is planned to change.
The master functional area guides will be distinct, as
Technology integration goals Describes the goals for using funding sources, training levels and ecosystem
technology to augment the teaching, learning and administrative players will vary greatly between different levels of
processes. Particular areas of focus for primary schools m ay be on educational institutions.
seeking ways to increase student and teacher engagement and to Pedagogical integration will take a front seat — the
make the instruction more differentiated. focus on it in education for primary grades will be on
its role in transforming the way education is done,
Technology literacy goals Defines the goals for achieving whereas in higher grades there will be more focus on
student understanding of technology and its responsible use. Many how technology is used for its own sake.
primary school students will have their first exposure to
technology in schools; a key component of the technology literacy
goals will be to teach children how to use technology responsibly.
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Creating an ICT in Primary Education Plan & Total Solution Approach
Guide for Developing and Sustaining ICT in Primary Schools
Technology and equipment guide Creates guidelines for School-level plans Requiring individual schools to have their
selecting the appropriate hardware, software and peripherals for own plans is a key part of a master ICT in Primary Education Plan.
each implementation. Special attention should be paid to selecting High-level functional area guides and programs steer technology
equipment that is physically accessible to primary school students deployments, but individual schools should have detailed plans
and software that is age-appropriate, as well as to ensuring filters regarding the timelines, roles and responsibilities connected to
for inappropriate content and anti-virus protection. them. These plans should cover each of the functional areas
detailed above at the ―micro‖ level, especially since individual
High-level timeline and key interim milestones Determines schools may have responsibility for funding or supporting
the timeline for implementations and checkpoints for evaluation technology deployments. In the Unite d States, schools are required
and/or course correction. to create plans to apply for subsidized connectivity rates and other
benefits. Several government agencies and nonprofit organizations
High-level functional area programs and guides While have created guidelines and tools for assisting schools with
technology implementations happen at the school -level, programs creating these plans. Assistance of this nature will be particularly
and guidelines should be created at the ministry or district level in helpful for primary schools, which may be creating these plans for
the following areas (note: for programs pertaining to technology the first time and are likely doing so under time and resource
and education, the Ministry of Information Technology [MOIT] or constraints.
Ministry of Communications [MOC] or other agencies may need to
be involved):
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Creating an ICT in Primary Education Plan & Total Solution Approach
Guide for Developing and Sustaining ICT in Primary Schools
Governments
Beneficiaries / (local, regional
Thought Leaders & national)
Service Hardware
Providers Producers
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Creating an ICT in Primary Education Plan & Total Solution Approach
Guide for Developing and Sustaining ICT in Primary Schools
Dashed lines are a lesser step and smaller arrows are weaker influences.
Time
Figure 5: Readiness Assessment Steps
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Guide for Developing and Sustaining ICT in Primary Schools
Identify existing gaps relative to technology determine any gaps and which new content will have
to be secured or developed.
plan goals
Example Determine financial and human
Evaluate current environment vs. the goals defined resources gaps. Determining the gaps that exist
in the ICT in Primary Education Plan to determine between current technology infrastructure and what is
gaps Once an ICT in Primary Education Plan is in place, required to accomplish the vision laid out in the ICT in
each component of the plan should be reviewed and Primary Education Plan allows decision makers to
compared to the current environment in each functional understand both the financial resources and the human
area. For example, if the goal of year three of the Plan is to resources that will be needed to close the gaps. If the
deploy a 1:1 eLearning solution for 3rd graders (with 4th gaps are too large to fill within th e timeframes laid out
and 5th graders being covered in years one and two), the in the ICT in Primary Education Plan, the Plan may need
current level of funding, technical support, training, human to be revised accordingly.
resources, monitoring and evaluation and ecosystem
engagement would need to be compared to the Assess change management requirements
incremental requirements associated with adding this
Determine the areas and degree of disruption that
additional age group to the ICT in education program.
will be caused by the deployment across and within
Identifying and quantifying gaps is useful not only for
functional areas ICT in primary education programs
determining the resources needed for successful
impact many areas of a school and community. The extent
implementations, but this step may also provide a ―reality
of these changes should be studied and change
check‖ on the ICT in Primary Education Plan, which may in
management processes should be in place to usher the
turn require modification.
changes and minimize disruptions. Mapping the education
Example Determine content requirements. ecosystem allows officials to understand who will be most
Shifting to ICT-enabled education requires the creation affected by a technology deployment and how. Once these
and/or usage of digital content. The ICT in Primary stakeholders have been mapped, their specific change
Education Plan sets the learning objectives of the management needs can be identified. Change management
program, which will shed light on the areas in which the strategies for stakeholders in general and teachers more
content will be required. The content requirements will specifically are discussed on pages 22-27 of this Guide.
need to be compared against the existing content to
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Guide for Developing and Sustaining ICT in Primary Schools
Step 2: Preparation
The preparations phase concentrates on setting goals, identifying education. There is immense pressure, therefore, to make
risks, carrying out the change-management strategy and scoping a the most of investments. In technology programs, officials
detailed project plan so that each party involved knows their roles often try to maximize the number of computers they can
and responsibilities, as well as the timeline for the pil ot and full purchase with the budget they have. With the recent
roll-outs. Figure 6 demonstrates the preparation steps. A brief explosion of laptop computers costing only a few hundred
description of the steps is provided below. dollars, the idea of placing a computer in the hands of each
schoolchild suddenly seems within reach. But like all
Set deployment goals educational programs, technology initiatives require
continual investment and support. Computers at schools are
Set deployment goals in alignment with ICT in expected to aid in education for many years. To enable this,
Primary Education Plan Setting goals allows for it is critical to understand and plan for the total cost of
measurability and benchmarking. Deploym ent goals have to ownership (TCO) or all of the costs associated with the
be aligned with the ICT in Primary Education Plan to make program over multiple years. See pages 27-30 for a
progress toward achieving the Plan’s vision. The goals of detailed discussion on the TCO.
any deployment should follow the SMART principle: they
Create a budget, including one-time and recurring
should be specific, measurable, attainable, realistic and
cost components Budgets should be created for the
timely. Goals that lack these qualities risk producing
expected life of the deployment, typically five years , and
unclear outcomes or disappointing expectations.
cover all of the costs identified in the TCO calculations. If
Determine budget requirements the budget does not match the TCO requirements, it is
better to revisit the program goals than to move forward
Calculate the total cost of ownership of the solution without adequate budget as it is extremely likely that the
Budgets for primary schools are often very tight educational goals can be met if sufficient funds exist.
especially with the demands of providing universal basic
Set deployment
goals
Create a detailed
project plan &
associated roles and
responsibilities
Determine budget
requirements
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Guide for Developing and Sustaining ICT in Primary Schools
Create a detailed project plan & associated Execute change management strategy
roles and responsibilities
Define change management strategy, including
Create a detailed project plan A project plan covers internal and external communication and outreach
each phase of the implementation, including the pilot and strategies Change Management strategies for
actual roll-outs, and includes clear milestones. There are stakeholders in general and teachers more specifically are
several project planning programs from Microsoft’s Project outlined below and discussed in greater detail on pages
to web-based (and free) Basecamp software that can be 22-27 of this Guide. For example:
used in this effort. Teachers’ change management School teachers
Assign roles, responsibilities and accountability at are change agents. They help sculpt children’s
both the government- and school-level Roles and foundational skills and even their personalities.
responsibilities are defined and timelines are drawn to Technology is simply one more area where teachers
provide guidance and clarity within the project plan. can work as change agents. Given that teachers are
Timelines provide checkpoints for monitoring and vital to the success of the program as we ll as to the
evaluation, while assigning roles and responsibilities gives realization of the intended curriculum and the
people clarity into reporting structures. In Chile, for transmission of 21 s t -century skills and competencies to
example, teachers and school administrators have been students, they warrant a specific change management
assigned the role of creating a proposal for how they strategy. This strategy is multi-dimensional.
would use the technology in the school, and they are also Change Management for all other ecosystem
responsible for many of the recurring costs of the players The implementation of a new technology
technology such as electricity and connectivity rates. project in a school does not end with buying
Meanwhile, the government has taken on the responsibility computers. Deploying ICT in primary schools involves
for the initial purchase of the technology for the primary many different participants and touches on many
school and conducts national-level assessments of its aspects of the education system. It also entails a major
effectiveness. change in how young students learn, how teachers
teach and the role of administrators, parents and
Create a risk mitigation strategy others in the education ecosystem. While the
technology deployment will bring significant learning
Identify most critical and likely risk areas and
and socio-economic benefits, in the short term many
determine method(s) to avoid or minimize these
stakeholders may find it disruptive. This is especially
risks These areas are highlighted throughout this Guide,
true in primary schools, where people may be less
along with tangible methods to avoid or minimize them.
familiar with ICT. Managing the transition from
Create a contingency plan to use if these risks occur traditional learning methods to technology -enabled,
Anticipating the risks and planning for contingencies will student-centered education requires a change
ensure that the plan continues with minimal disrup tions. management strategy.
Once again, understanding the ecosystem map can help
Set into motion change management strategy
planners to identify potential risk areas, as well as
Defining and executing the change management strategy
strategies for avoiding or minimizing risks. Reviewing
early will ensure that stakeholders are on board and
previous implementations to identify areas where
prepared for the ICT in Primary Education Plan. In the
difficulties occur can be a major inpu t into a risk mitigation
Change Management section of this Guide, m any of the
strategy. For primary schools with no previous experience
recommended activities begin before the technology ever
with ICT, examining the difficulties experienced by other
enters the school.
schools, as well as their strategies for dealing with them,
can be a very useful step.
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Guide for Developing and Sustaining ICT in Primary Schools
Step 3: Procurement
The procurement process centers on determining the appropriate part of the considerations when selecting the right model,
models for financing and deploying the technology solution, and as will constraints such as the appropriateness of interest
then on managing the tender process to ensure the selection of a payments and the accounting rules of the school system.
bid that meets the educational goals, internal capacity and Prepare and submit funding proposal(s) Each
financial constraints of a school or school system. Figure 7 ecosystem partner has different requirements for funding
demonstrates the Procurement Steps. A brief description of the proposals. Banks may require evidence of collateral
steps is provided below. whereas development agencies may want proof of
potential educational impacts. It is advised to review
Assess financial alternatives and secure winning proposals and past funding history of the various
funding ecosystem players to best position your own proposal for
success.
Identify potential funding sources including non -
traditional sources and ecosystem partnership that Choose deployment and management
have resources that can defray critical costs models
Governments need to both identify and tap into all
ecosystem and development community partners for Evaluate and choose deployment and management models
financial as well as technical (e.g., ICT, training, ICT in education programs can be complex and will
pedagogical) support for technology programs from the require the support of skilled professionals from the
start. They also need to select a financing model that planning through the deployment and sustained operations
minimizes total costs and suits their particular initiative. stages of the program. This is especially true when a
Completing a thorough assessment of the best financial school or group of schools is installing technology on a
alternatives and moving to secure funding avoid s large scale for the first time, which is often the case in
interruptions to ICT in education programs. See pages 31- primary schools. Administrators need to decide how they
36 for further description on funding sources and want to manage the procurement and deployment process,
approaches. as well as how to maintain the solution once the
Select preferred purchasing model - Evaluate the pros installation is complete. Deciding whether to insource or
and cons of possible purchasing models and select most outsource may be the central deployment model question,
appropriate purchasing model for the deployment. Each but beyond that, a whole host of other decisions must be
school or school system has a different set of financial made. In India, for example, many primary schools rely on
constraints and purchasing guidelines, and the purchasing local technology vendors for implementation and technical
model chosen should reflect that. Options include up -front support whereas, in Chile, primary schools often depend on
payment, vendor or third-party financing, leasing and local universities for these services. Please see pages 41-
grants. The terms offered by equipment vendors may be a 43 for further discussion on deployment models.
Time
Figure 7: Procurement Steps
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Define and manage tender process Announce the tender, hold a pre-bid meeting to review and
revise the RFP and finalize the tender Comprehensive,
Frame the tender, including the financial and administrative well-defined tenders are a result of a well-crafted Request
terms and technical specifications Planners should cast a for Proposal (RFP). Consultants and service providers may
wide net when researching their tender. Looking at primary be of assistance in creating an RFP, which should include
school technology tenders in other countries as well as the content requirements, teacher training programs and a
their own guidelines can help officials understand the determination of baseline metrics. Money to pay such
implications of terms. Clear language and bidding rules may consultants may come from the overall technology budget,
attract more vendors and in turn help obtain a lowe r but a well-designed RFP may result in savings that cancel
purchase price. Procurement guidelines that restrict foreign out those costs, while avoiding problems caused by
bids may result in higher prices, though increasing the inadequate proposals.
chances of success for local firms might help develop the Evaluate, select and execute contracts with vendo rs
local IT ecosystem. It is also beneficial to ask for line-item Although quite tempting, price should not be the only
bids so it is possible to do a line-by-line comparison and variable considered when evaluating bids. Officials may
also understand what vendors are including, and what they want to consider the overall value offered in each solution
are not, in their solutions. and determine whether they are indeed comparing similar
solutions.
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Guide for Developing and Sustaining ICT in Primary Schools
Physical installation
Time
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Steps for Developing and Sustaining ICT in Primary Schools
Guide for Developing and Sustaining ICT in Primary Schools
Educational content is at the core of the value -add of 1:1 Create a market for digital learning content tailored to
eLearning programs. As a first ste p, computers may be perceived as primary schools By expanding eLearning to primary
IT training vehicles. But to be used meaningfully as learning tools, schools, governments open up a large new market for
they have to offer content that corresponds to the required educational products. Governments can retain control over
curriculum. Unfortunately, educators from Eastern Europe to Sub - the direction of this content by setting standar ds. These
Saharan Africa and the Caribbean complain about the dearth of standards will also make content developers feel
learning content specifically targeting primary schools. Securing (or comfortable with creating content. Educators will benefit
creating), using and managing the most productive content is from the ability to choose appropriate and innovative
therefore fundamental to making classroom computing a content for their students. A simple but important first
worthwhile investment. Computers in the classroom will be vehicles step is digitizing the existing primary school curriculum.
for ICT skills as well as valuable pedagogic tools. Zambia and Libya are in the process of digitizing their
primary school curricula.
Revise existing primary school curriculum to incorporate
Digital Learning Content ICT and 21st-century skills The strength of technology is
that it enables innovative learning approaches and the
Defined
Digital Learning Content
introduction of 21st-century skills. The primary school
Digital learning content refers to the programs and curriculum and exams may need to be re-structured to
information available via computers or other technology include and promote these skills. If this does not happen,
devices. It can reside on the computer itself or be accessible the technology’s potential may not be fully realized. For
via external sources (e.g., CDs, school networks or the example, a primary school computer teacher in India
Internet). Digital content is most powerful when it is both claimed that there was no ―space‖ on the school timetable
aligned with the mandated curriculum and designed to for ICT and therefore the lab was closed most of the time.
provide students with 21st-century skills. Governments, Even with traditional material, new learning and teaching
therefore, may need to adjust the mandated curriculum to models could be developed that would take advantage of
fully exploit the power of computing tools. computers’ unique capabilities (e.g., multi-media
assignments).
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Digital Learning Content
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Digital Learning Content
Guide for Developing and Sustaining ICT in Primary Schools
Enabling assessment Ongoing assessment is a valuable makers to inform future content and deployment
teaching resource. Computers are well-suited to both give strategies.
individualized assessments and to allow teachers to track Use computers as part of the existing curriculum to
student progress. Most governments require standardized support areas with resource constraints Computers have
tests that primary school students must pass to progress the capacity to enable learning even when important
to the next step in their education. Computer -based learning tools are absent. In primary schools, where
assessments aligned with these tests could reveal to physical resources such as microscopes, atlases and
teachers how well-prepared students are for these encyclopedias could be relatively scarce, computers can be
important educational milestones. Educators cou ld also used as a proxy for these tools. F or example, children can
take advantage of instantaneous assessments to gauge learn about the microorganisms that live in ponds and the
where students are during a lesson. Lastly, feedback from basic concept of germs by viewing pictures of micrographs
students and teacher assessments could be used by policy online. They can also use Google Earth, Moon and Mars to
learn about our planet and beyond.
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Guide for Developing and Sustaining ICT in Primary Schools
Feedback &
Consistency
Change Management Recognition
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Change Management: All Stakeholders (except teachers)
Guide for Developing and Sustaining ICT in Primary Schools
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Change Management: All Stakeholders (except teachers)
Guide for Developing and Sustaining ICT in Primary Schools
Governments — Governments are often the first to embrace Be proactive, not reactive — Create a vision for the
a move to introduce technology in primary schools, as in program and sell it energetically. Avoid behaving defensively
Portugal. However, change must be institutionalized o r it risks when opponents suggest major changes to the program;
being lost as government administrations change over time. In behaving defensively allows opponents to go on the
addition, getting buy-in for technology deployments at the offensive.
local-government and school levels helps solidify support for Involve local leaders in the conceptualization and
the deployments and encourages governments to stay with management of the program — This creates ownership
the deployments even when there is a change in political and also gives program implementers an ―in‖ to the local
administration. context.
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Guide for Developing and Sustaining ICT in Primary Schools
Three Dimensions of
Teacher Readiness
Teachers are the main implementers of formal education
and the front line of technology in education programs.
They require and deserve preparation and a coordinated
transition on a number of key dimensions as they become
Cultural / Political users and disseminators of this new technology. These
dimensions are outlined in Figure 10 and include:
Technical
Technical — Primary school teachers often have the
Pedagogical least training and are the least likely to have
extensive exposure to ICT. They need technical
Figure 10: Dimensions of Teacher Readiness training on how to use hardware, software programs
and all other accompanying materials. This knowledge
Primary-school teachers are change agents. They help sculpt base is vital to teachers’ productive use of computers
children’s foundational skills and even their personalities. as well as to their feeling of empowerment to use
Technology is simply one more area where teachers can work as computers.
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Change Management: Teachers
Guide for Developing and Sustaining ICT in Primary Schools
Short-term — An effective teacher change management this individual may be challenging in primary schools, as
strategy is needed to ensure that teachers embrace teachers are less likely to have a great deal of
the introduction of technology in the classroom. exposure to and knowledge of ICT. Administrators may
Teacher enthusiasm will lead to a smoother initial focus on finding an enterprising teacher with the
implementation and an increased likelihood of success enthusiasm and aptitude for technology and cultivating
of the program. It will also pave the way for the that teacher for this role. This is the tactic a primary
sustained operations of the deployment. The best way school successfully adopted in Ghana. Note: The master
to achieve these goals is to involve teachers in the teacher in this case is distinct from the ―head teacher‖
initial planning stages of the program. For example, a or the teacher with the most seniority and who often
primary school in Uttar Pradesh, India, required that plays an administrative role.
teachers participate in technology workshops far in Alternative peer-support mechanisms — There are
advance of the deployment of technology in their alternative peer-support mechanisms that
school. The school’s administration believes that the administrators can use in addition to or instead of a
success of the subsequent primary-school technology master teacher. For example, there could be an
program was largely due to the teachers’ increased incremental rollout of the technology. In this case, the
familiarity and comfort with technology. teachers from the first round of implementation would
Long-term — Continued effective use of the computers mentor those involved in subsequent rounds. Another
in the classroom depends largely on the sustained strategy is to form groups of teachers that receive
motivation and abilities of teachers. Teachers who are training together and work with each other throughout
rewarded for embracing the technology will be more the year. The technology itself offers peer -support
likely to meaningfully integrate it into the educational opportunities, as an online collaboration tool could be
environment. implemented to connect teachers virtually and provide
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Change Management: Teachers
Guide for Developing and Sustaining ICT in Primary Schools
Providing incentives — Integrating technology into the Non-monetary goods — e.g., involvement in the ICT and
curriculum and lesson plans will take additional time and education steering committee, greater involvement in
effort for the teachers. Increased compensation or the school administration and planning
recognition might make this new technology more Informational resources — Teachers should have a good
appealing and more likely to be fully adopted. For example, base of easily-accessible, useful information regarding the
a survey conducted by the International Institute for computers to prevent them from feeling unprepared.
Communication and Development found that teachers in Teachers may be especially intimidated by the ease with
Tanzania expected the government to provide them with which primary-school students surpass teachers’
additional incentives for taking on the extra work capabilities with technology. Providing an accessible
associated with ICT in education programs. ix Compensation knowledge base for teachers could prevent adverse
or recognition could be based on the amount of training a reactions. These informational resources could include:
teacher receives, the performance of their students or
their own use of the technology. Incentives could include Content — (programs, data, information) in digital form
one or more of the following items: on the computers themselves
Financial incentives — e.g., salary increases, discounts Printed forms — e.g., basic troubleshooting guides, a
on home computers list of Internet links to help quickly access relevant and
credible content
Professional development and/or certification
Local experts on hand — for real-time advice or
opportunities — e.g., ICT training, training in new
support
pedagogical models
Increased status — e.g., classification as a ―master
teacher‖
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Change Management: Teachers
Guide for Developing and Sustaining ICT in Primary Schools
Small Fraction of Overall Initial costs — Costs related to the initial purchase and
installation of computers, including acquiring hardware and
Costs software and upgrading the physical infrastructure of
The cost of computers represents a small fraction of the schools and classrooms to accommodate the hardware and
total cost of ownership for ICT in education programs. software
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Understanding the Total Cost of Ownership (TCO)
Guide for Developing and Sustaining ICT in Primary Schools
The TCO Components pie chart shows how these costs break down 1 costs, which support on-site computer teachers or lab
in a typical developing-country deployment in a primary school. assistants, represent the greatest cost. Specialized support
Notably, the initial costs of acquiring and installing the technology skills, like those needed to maintain less common operating
add up to only about a quarter of the total costs in a five -year systems, may further increase costs, due to the premium
period. Recurrent costs such as teacher training, connectivity and placed on scarce labor.
support make up over 60 percent of total costs. The tendency to
focus on computer sticker price, therefore, is misguided .
Teacher training — Adequate teacher training is essential Remember that little things can cause big
to the success of deployments, but too often it receives headaches — Seemingly small-cost items that are not
inadequate investment, which creates negative planned for, such as anti-virus software, inadequate
consequences for the entire deployment. physical security for computers or insurance, can cause a
technology program to fail. Think of what could go wrong
Support — Costs associated with Tier 1, Tier 2 and Tier 3
and factor in the costs of prevention.
support typically make up nearly a third of total costs. Tier
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Understanding the Total Cost of Ownership (TCO)
Guide for Developing and Sustaining ICT in Primary Schools
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Understanding the Total Cost of Ownership (TCO)
Guide for Developing and Sustaining ICT in Primary Schools
Financial Alternatives
to defray the costs of technology in primary schools. Ecosystem
partners and members of the development community (including
non-profit organizations and bi- and multi-lateral organizations)
also provide value-added programs that help defray critical costs.
Leave No Stone Unturned
Importance A wide array of stakeholders benefit from technology
programs in schools. Each of these entities — as well as the
In order to scale and sustain ICT in education programs, long- technology development community — can and should be
term funding is a must. At least one primary school in Africa has tapped to contribute to the costs of the technology
forbidden the usage of newly purchased computers in the program. The key is understanding the unique offerings and
classroom as the costs of electricity have skyrocketed. In India, abilities of each stakeholder and maximizing their individual
there are cases in which five or six primary -school children need to contributions.
share a computer as the majority of the devices are out -of-service
and there is not sufficient funding to repair them. In both cases,
the intended educational outcomes are not being achieved as TCO
was not budgeted and funding was not secur ed in advance of
deploying the technology. However, this situation is easily avoided
with adequate planning, budgeting and expectation setting.
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
Collaborate with other ministries (e.g., MOE and the MOIT) to increase ICT in primary school funding.
The overall burden of funding for these programs will be less if shared among various entities.
Government cash
payments or subsidies Create tax incentives for private-sector firms. For example, the Philippines created an Adopt -a-School
Program in which firms received tax incentives and PR opportunities in return for supporting the
Governments
modernization of schools in poor areas.
(federal, regional and
state)
Provide credit or loan guarantees for local OEMs and school districts for ICT in primary school
programs.
Government-provided
credit Explore creative financing programs with local banks.
Financial Alternatives
Issue bonds to fund ICT in primary school programs.
Vendor-supported Work with telecom providers on bundled (and subsidized) hardware and Internet connectivity initiatives
Business Partners
programs for primary schools.
Development Grants and/or support Identify and target organizations that focus on ICT in education or on improving primary -school
Community programs (e.g., technical education. Initial targets can include USAID (discussed at the end of this section), regional
(NGOs, foundations, bi- assistance, training, development banks and NGO’s such as the International Institute for Communication and Development
and multi-lateral assistance with drafting (a Dutch NGO that has worked with ICT programs in education in Africa and Latin America). Contact
organizations) tenders) information for these organizations is listed in the Resource section of this Guide.
Teachers and Teacher or parent- Explore the willingness of teacher unions and parent -teacher organizations to support the purchase of
Teachers Unions funded cash payments technology for teachers, children or schools.
Charge student activity fees (or equivalent) to defray recurring costs (e.g., electricity) and collect them
Students and on an annual basis. Structure these fees based on the economic situation of the parent. Require in -
Cash payments
Parents kind contributions (e.g., labor, volunteer hours) if financial contributions are outside of the means of
select families.
1
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
Governments (federal, Government cash Tap into universal access or universal service funds — particularly to provide subsidized
regional and state) payments or subsidies Internet connectivity to primary schools that are deploying ICT in education programs.
For countries that have piloted or will soon pilot ICT in primary schools
Recording, rewarding and promoting success is key to sustaining energy and the momentum of ICT in primary school programs. It is also crucial
Financial Alternatives
to attracting external funding.
Governments (federal, Government cash Reward positive behavior. Provide in -kind grants and program incentives for primary schools
regional and state) payments or subsidies that successfully implement ICT, show academic progress with ICT, etc.
Development Community
Rigorously monitor, evaluate and communicate the results of ICT in primary education
(NGOs, foundations, bi- and Grants
programs as organizations often want to invest in programs with tangible positive outcomes.
multi-lateral organizations)
Governments (federal, Government cash payments or Consider dedicating a portion of commodity funds (such as oil trust funds) to
Waive or decrease import duties, tariffs or value -added taxes for technology that
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
For countries with state-owned banks, microfinance institutions or Islamic banking regulations
Governments are involved in financial services either directly (i.e., state -owned banks) or indirectly (e.g., influencing Islamic banking regulations).
Governments can use these tools and influence to facilitate access to credit for ICT in primary school programs.
Financial Alternatives
Tap into the business ecosystem and local NGOs for support for the ICT in primary school program .
Business Partners
Tap into vendor-supported programs such as Intel Teach (teacher training) and
Vendor-supported programs Skoool T M (primary-school content) to defray critical cost components of the ICT in
primary school program.
Seek out local entities, such as the Chamber of Commerce or a technology -related
Development Community
Grants or credit trade association that may be able to provide grants, matching funds or other
(NGOs)
types of support for the program.
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
Provide incentives in the form of increased salaries for teachers that meet
specific ICT skill milestones.
Teachers and Teachers Teacher initiation and financing of ICT Encourage teachers to take ICT and ICT in education courses during non -school
Unions training hours. Libyan primary-school teachers, for example, took courses during their
summer break in order to prepare for an ICT in primary -school program that was
initiated in the fall.
For countries that require that primary school teachers have a university degree
Financial Alternatives
More and more countries are requiring primary school teachers to have a university degree. These degree programs can be adjus ted to include
ICT and ICT in learning programs to increase teachers’ familiar ity with the technology and its usage in education.
Teachers and Teachers Teacher initiation and financing of Add ICT skills and technology-enabled instruction courses to core teacher-training
Unions ICT training curriculum in universities and certification programs.
These banks have offices or a presence in most countries in the region. The M inistry of Foreign Affairs can also provide assistance with
identifying the international organizations that are accredited in the country. If the development bank does not have a local office, th e
government may approach the headquarters of the organization, which would be able to provide further assistance. The Resource section of
this Guide provides links to the contacts for these organizations.
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
Financial Alternatives
community. For example, Intel has partnered with USAID to
with a wide variety of resources, inc luding teacher training
support ICT in primary school education programs across
and curricula, technology, program administration,
the globe.
monitoring and evaluation support and translations of
Evaluate the pros and cons of alternative purchasing digital educational content.
models These include up-front payments, vendor or third-
party financing, leasing and grants. Regions of focus: USAID works in five regions: Sub-
Saharan Africa, Asia, Latin America and the Caribbean,
Establish cost-recovery mechanisms from ICT
Europe and Eurasia, and the Middle East
infrastructure in primary schools For example, schools in
South Africa operate computer labs as for-fee cyber cafés Contact information:
after school hours. Revenues are used to fund the USAID’s Mission website has contact
sustained operations of the technology for the students. information for countries in which USAID has a
Think about the C — communications providers and funds — presence (see Resource section for the URL)
in ICT As 3G licenses gain traction (and their sale US Embassy staff can be contacted for
provides revenue windfalls), universal service fees countries in which USAID does not have a
accumulate and mobile phone companies increasingly formal presence. The US embassy staff should
bundle computers with broadband access, communications be able to direct you to USAID’s country
providers and funds may be the best source of financing representative. (see Resource section for the
for ICT in primary school programs. Now is the time to URL)
exploit these opportunities, as soon these funds may be
dedicated to other programs and mobile operators may
move away from bundling and on to another product mix.
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Assess Financial Alternatives & Secure Funding
Guide for Developing and Sustaining ICT in Primary Schools
Table 1: Importance of and Possible Training and Orientation Methods by Stakeholder Group
Orientation Or
Stakeholder Importance and Possible Methods
Training
Teachers are one of the most important stakeholders in the effective use of in -school technology. It is the teacher
who will be working with the children day -to-day as they use the technology. Teachers can be on board in the early
Teachers
planning stages of a technology in education program and can be continually supported via orientation and training
sessions. Orientation sessions could include:
Sessions focused on providing familiarity with both the technology and the new learning models that can be
Orientation
achieved with the technology.
Communication with teachers who have already used technology in their classrooms.
Orientation to the various resources (e.g., list of online content and/or basic tr oubleshooting techniques)
available to teachers.
Teachers in primary schools generally teach all subjects and therefore need multiple levels of training:
Detailed technical training for teachers, designated IT staff or a local support team is vital to the
sustainability of the project. Demonstrations and guided practice on the hardware and software that teachers
will be using provides a hands-on way of familiarizing teachers with the tools.
Training on the new pedagogies and classroom managemen t skills needed is essential for teachers to fully
Training
exploit the potential for computers to transform classrooms. Role play and modeling of the novel classroom
environment could be very helpful, as could shadowing or student -teaching in a classroom already u sing ICT, if
possible. A few of the final sessions could even require students to work through example lessons.
Assess Financial Alternatives & Secure Funding
This training needs to happen before, during and after the initial implementation of the technology and is an ongoing
component of the ICT in pr imary-school education program.
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Orientation & Training
Guide for Developing and Sustaining ICT in Primary Schools
Continued
Governments (e.g., MOE, MOIT) at both the national and regional level, as well as school districts, may spearhead ICT in
education programs, but they can also benefit from orientation on many of the topics in this Guide. For example:
Supplementary workshops and sessions could focus on topics such as outlining the new learning models that
can be achieved via technology, creating robust ICT in Primary Education Plans, successfully budgeting for and
financing ICT in education programs , and defining, monitoring and evaluating success.
Orientation sessions are also an opportunity for different government agencies (e.g., Ministries of Education, IT, and
Technology and Communication) to interact and potentially collaborate on ICT in primary -school education programs.
Parents, while not in the classroom every day, are intimately connected to their children’s education. These
stakeholders especially in primary schools must approve of the content and technologies to which their children
will be exposed. However, they often may not understand the material or the machines, especially in rural areas where
the overall level of education is likely to be lower. Community members are more tangential but still vital to the health
and success of the computer education program. They too need to be brought up to speed on what is happening in
their local classrooms.
Parents and Community
Orientation
Members Sessions could be focused on promoting familiarity with the technology and demonstrating the educational
and community impact of these additions. Public awareness campa igns may be used, and hands-on
demonstrations may be even more effective. Inviting the community into the classroom throughout the year in
a structured way may sustain this beneficial relationship. In the Magellan 1:1 eLearning program in Portugal,
for example, representatives of parent organizations were invited to observe teacher training sessions. Lastly,
courses on Internet safety could be very important for parents, especially when the children bring the
computers home.
School administrators are vital to the logistic implementation of the program as well as the strategic vision of the
computers’ use in the classroom.
Pre-implementation sessions could introduce the technology, but the focus should be on giving examples of
School Administrators Orientation how ICT-in-primary-education programs have been managed in other implementations. Administrators could
hear testimonies from other administrators and share best practices. One example of such a program is Intel’s
Teach — Leadership, which is specifically tailored to school administrators. In this forum, administrators
interact with their peers to become more comfortable with taking a leadership role in the promotion, support
and ongoing success of technology in education programs.
Students may be confronted with new learning tools and methods, and a transition period may facilitate their
acclimation to the novel technologies.
Students may have to be familiarized with the technology in the same way that the community nee ds to be.
Students Orientation
Beyond familiarization, their teacher can provide the crucial initial training and further skill development.
The orientation for students will also be the critical juncture at which to impact proper usage guidelines (e.g.,
replacement responsibility, proper handling, email etiquette, permissible web sites, ramifications if rules are
broken).
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Orientation & Training
Guide for Developing and Sustaining ICT in Primary Schools
39
Orientation & Training
Guide for Developing and Sustaining ICT in Primary Schools
Deployment Models
Deployment Models
ICT in education programs can be complex and will require the Insourcing and Outsourcing
support of skilled professionals from the planning through the
deployment and sustained operations stages of the program. This
Defined
Outsourcing The transfer of job functions to a
is especially true when a school or group of schools is installing
contractor, so that the entity can focus on core business
technology on a large scale for the first time, which is often the
and leverage the special skills of the external group
case in primary schools. Administrators need to decide how they
want to manage the procurement and deployment process, as well
Insourcing Assuming functional responsibilities as an
as how to maintain the solution once the installation is complete.
organization rather than contracting that function or job
Deciding whether to insource or outsource may be the central
with an outside agency
deployment-model question, but beyond that, a host of other
decisions may need to be made.
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Deployment Models
Guide for Developing and Sustaining ICT in Primary Schools
Deployment Models
There are benefits and drawbacks to both insourcing and outsourcing as deployment models. Officials may consider the extent t o which the pros
or cons of each model apply to their situation, and how each model compares to an alternative model.
Pros Cons
Internal staff will gain skills for future deployments or Limited knowledge base and time of existing staff (especially
continued development of the current deployment in primary schools) may require hiring of highly skilled but
Local ecosystem partners will develop, which could enhance costly staff
competitiveness and economic development of the area Limited knowledge and use of best practices developed by
Insourcing outsiders could mean repeating mistakes of others
Implementation time may be quicker if internal expertise is
present and outsourced contractual procedures are time - Contractual obligations for new staff may be costly
consuming New staffing requisitions may not be approved
Primary-school parents may be more comfortable personally
knowing who is working on the project
Using vendors frees up busy primary school internal staff to Use of outside resources limits internal development of
concentrate on teaching and supervisory, monitoring and resources who understand technology and processes
evaluation tasks Vendor failure or end of partnership may entail extensive costs
Outsourcing provides possible access to vendors’ external as new vendor or internal resources are trained
Outsourcing network for current or future projects
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Deployment Models
Guide for Developing and Sustaining ICT in Primary Schools
Training teachers to provide support If no teacher with presence might last for one year in a f ive-year deployment,
advanced technology skills resides at a school, primary for example, runs the risk of disruption. This consideration
Deployment Models
schools may choose to train one or two teachers at a may seem obvious, but unfortunately, many technology -in-
school to provide support. Teachers may earn extra wages education programs focus almost entirely on the initial
and benefit from additional skills. Schools, however, must deployment and first year of operation.
have a plan to prevent teachers from leaving once the Consider support for IT strategy, not just tech support
training investment has been made. While technical support is critical, primary schools need
Student-provided support It is very common — from support with deployment as well as with the creation of
Africa to India and Latin America — for secondary school their long-term IT strategy (including the integration of
students to provide at least basic support for technology in novel teaching methods and tools). Changes in the external
education programs. Not only does the school save money, environment or the ICT in Primary Education Plan may
but the students gain a higher level of ICT skills, which require a shift in tactics that schools lack the capacity to
better positions them for success in the job market. There implement.
are some examples of peer support in primary schools, such
Know your ecosystem A good understanding of the
as computer clubs in Macedonia, or using students with
technology and education ecosystems in which a school
advanced skills to help others, which is done in Australia
exists provides valuable assistance in deciding which
and the United States. And even the youngest students
technical-support model to choose. It provides decision
can support simple tasks such as helping the teacher roll
makers with the context to understand which model suits a
the computer-on-wheels cart to the next room or plug in
school’s unique circumstances and needs.
the laptops for recharging.
Dedicated system administrator Consider designating
Each of these alternative models has its own set of positives and one person — either a teacher or a member of the school ’s
negatives, but they present the possibility of allowing primary administration — as a systems administrator. In this way,
schools to leverage unique local assets to offset costs. the logistics of computer use and upkeep could be
separated from the work individual teachers must do,
Tips and tools especially if students are allowed to use the computers
outside of class time. It is not uncommon for an
Plan for the life of the solution The model that is
administrator to step in for a specific subject in primary
ultimately chosen should be sustainable for the duration of
schools in Ghana, ICT training could be another potential
the deployment being considered. Relying on technical
gap school administrators could fill.
support from a handful of local university students whose
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Deployment Models
Sustained Operations
Guide for Developing and Sustaining ICT in Primary Schools
Sustained Operations
Technology deployments in schools do not end with the
installation of new computers. Ensuring that everyone in the
education ecosystem students, teachers, administrators and
Sustained Operations
parents benefits from deployments requires a strategy for Sustained operations refers to the ongoing maintenance,
sustained operations. This plan involves building a model for support and monitoring and evaluation of ICT in education
ongoing technical support and teacher training, creating deployments. It encompasses continuous adjustments to
mechanisms for learning from implementations and adjusting the training, a feedback loop in which the results from the
ICT in Primary Education Plan accordingly , and maintaining regular deployment and external developments are used to adjust
communications with all involved in the deployment. the technology plan and ongoing communications to
stakeholders.
Importance A plan for sustained operations also al lows officials to get
a better return on the investment they have made.
It is essential to have a plan for supporting technology programs
Demonstrating that a deployment has a positive return on
once the computers are switched on. Individual computer
investment is a pre-requisite for educators to justify
installations are often expected to last for five years or more and
additional or continued investment in technology. Planning
the use of technology in those institutions will likely be permanent.
comprehensively for the human and technical elements of a
A long lifespan as well as positive educational outcomes is possible
technology deployment may lengthen the period during
if there is a thorough plan for maintaining both the technical and
which a deployment produces a return while keeping the
human aspects of the deployment. A plan for sustained operations
investment needed to do so to a minimum.
takes into account all components of the deployment, including
contingency plans in the event of a disaster or other external
disruptive event and allows officials to get a better return on the
investment they have made. likelihood of the sustained operation o f the current program and
continual investment and interest in future programs. In addition,
Program evaluation and maintaining success efforts to recognize teachers, students and administrators who are
leading the way and reaping the benefits can contribute to building
Almost as soon as the planning for a technology in education momentum and sustaining enthusiasm. These individuals and
program is set in motion, information about how it is working starts examples can be highlighted in case studies and ―best practices ,‖
to accumulate. Each program experiences some of the successes which will benefit the technology and learning programs in primary
foreseen by educators and officials, along with unanticipated schools in their countries and beyond.
benefits and unwanted surprises. All of this information is useful.
Some of it may support assumptions made at the start of a It is appropriate to revisit the ICT in Primary Schoo l Education
deployment, while some may challenge those assumptions. No Framework introduced at the beginning of this Guide — Figure 11,
deployment goes exactly according to plan, but maintaining a below — to reinforce the idea that any technology in primary
feedback loop, or mechanism for adjustment, is essential to education program is a continuum, not a one -time implementation
sustaining operation. The figure below illustrates a typical or effort. The ICT in Primary Education Plan is a living document. It
feedback loop in an ICT in education deployment. needs to be updated and revised based on the monitoring and
evaluation of program results from the schools. Just as the ICT in
All stakeholders, from teachers to parents, government officials Primary Education Plan guides each deployment and the change
and the funders of the technolog y in education program, have a management processes used to support it, so the scho ols will also
vested interest in the program’s performance. Continually need to continually adjust their ICT in Primary Education Plans as
evaluating and communicating the results, and making real -time feedback is received.
adjustments to better ensure positive results, will increase the
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Sustained Operations
Sustained Operations
Guide for Developing and Sustaining ICT in Primary Schools
As information about the performance of deployments is collected, Teacher training Though teachers must be trained before
―lessons learned‖ can then be used to adjust the ICT in Primary a deployment is launched, regular ongoing training is also
Education Plan. Goals may change, or components within the plan critical. Continuous training reinforces the skills teachers
may change to reflect lessons learn ed during the deployment. For have already learned while teaching them new skills as
example, the ICT in Primary Education Plan may not have originally technology is more fully integrated into student learning. A
envisaged students providing low-level technical support in order strong, reliable teacher training program, whether provided
to reduce costs. Lessons from the deployment’s first year, internally or by outside organizations, is also necessary as
however, may show that this is a feasible and cost-effective new teachers consistently need to be trained due to the
model. The Plan may then be changed to incorporate this support high turnover rates in primary schools.
model.
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Sustained Operations
Sustained Operations
Guide for Developing and Sustaining ICT in Primary Schools
Financing and budgeting 1:1 eLearning projects may Continuous, effective communication Keeping in close
require the purchase of new hardware each year. But a touch with local implementers will reassure new
given school or school system’s financial picture might technology users and identify problems as soon as
change, as might external conditions such as interest rates possible. In addition, a good public relations plan to
or financing options. This means that the original financing broadcast program success will provide additional public
option chosen may no longer be optimal and another support, both emotionally and financially.
method of financing should be used. Likewise, yearly
evaluations of technology program expenditures and how
they compare to projected budgets can be used to Continual Improvement
determine whether changes to the original plan are needed.
Monitoring, evaluating and continually refining an ICT in
Cost projections for computers should be as complete as
education program is essential for its immediate success
possible and include the costs of spare parts, replacement
and for continued investment in similar programs. The
and disposal. Budgets should reflect the TCO analysis (see
objective of these activities is two -fold: (1) to revise
page 28) performed before the project was launched.
practices that are not performing as expected and (2) to
Support The support model for a technology amplify those that are meeting or exceeding expectations.
implementation is chosen during the deployment process Monitoring, evaluation and refinement activities need to
(see page 45). As one of the most critical areas of a happen on multiple levels:
technology deployment, technical support must be
constantly evaluated to ensure that computers are being Student:
used as intended and are performing with minimal
downtime. Increasing the size of deployments over a multi - continually evaluating student progress
year period can also have implications for support models. reporting to parents on student achievement levels
Budgets and expenditures can be compared to projections,
identifying problem areas and adjusting learning
as well as to the costs of changing support models.
methods and tools
Communications Timely, consistent communications are a
Teacher:
key part of change management plans (see page 22) but
regular communication continues well after a deployme nt. highlighting and disseminating best-practices
At each stage of deployment, ecosystem stakeholders
monitoring teacher use of computers for
need information on how they will be affected and a
administrative purposes
mechanism for giving feedback. Without consistent
communication, momentum towards institutionalizing new monitoring teacher familiarity and proficiency with
ways of teaching and learning can quickly f all away. computers
identifying and rewarding innovative use of
Tips and tools
technology by teachers
Build a better timeline A thorough, detailed timeline with School:
regular milestones and set evaluation metrics helps to
ensure that monitoring and evaluation, as well as comparing outcomes to baseline and peer
adjustments, happen consistently . A timeline also may performance
prevent stakeholders from neglecting the plan. evaluating progress toward exam requirements
Create incentives for success Projects succeed when increasing administrator familiarity and proficiency
ecosystem stakeholders have a stake in their success. with computers
Offering incentives, such as compensation or recognition,
Government:
for active participation and leadership in technology
initiatives can help prevent a loss of momentum. evaluating return on investment to ICT in primary -
Avoid complacency The successful launch of a education programs
technology deployment is cause f or satisfaction, but
comparing academic, administrative and social
recognizing that deployment isn’t the final step helps avoid
outcomes in different schools or regions
complacency that hinders continued success.
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Sustained Operations
Guide for Developing and Sustaining ICT in Primary Schools
Conclusion
As decision makers think about the resources and processes such as collaboration, critical thinking and creative expression,
needed to bring the benefits of technology to primary school along with more traditional skills such as basic literacy and
children, it is worth considering the growing role that ICT plays in numeracy. The transition from primary to secondary school is
the world today. Technology is present in nearly every area of life, taxing on students. Students will go to larger schools — sometimes
from consuming media to running a business to providing and far from home. They will generally change classrooms and teachers
accessing health care. Technology is not going away; rather, its for each subject. The transition will be even more stressful if they
role will continue to increase. Children must be provided with the also receive their first exposure to computers and student -centric
skills and knowledge they need to integrate it into their lives at an learning models. Some may not succeed in the transition. To
early age. Just as educators would not wait until secondary school increase the likelihood of success and a smoother transition for th e
to begin teaching children how to use money responsibly or to children, primary schools should be the starting point for
instill civic values, so too they must begin at an early age to technology integration and the foundations of 21 s t -century skills.
prepare students for a society in which a strong familiarity with
technology is a necessity, not a luxury. Although deploying technology in primary schools is a complicated
endeavor, the steps and examples outlined in this Guide show t hat
As Figure12 shows, primary school is the first link in the deployments can be managed to everyone’s benefit. Success in
progression from education to employment. It is one of the most technology in primary school programs requires a holistic approach
critical steps in the process as it is where children build the that takes into account the needs and interests of all stakeholders
foundational skills required for success throughout their academic and that never loses sight of the educational goals the technology
and professional careers. It is in these institutions — primary is intended to address.
schools — where children must begin to form 21 s t -century skills
46
Conclusion
Guide for Developing and Sustaining ICT in Primary Schools
Glossary
3G licensing fees acquire and use knowledge and employers who sponsor
Fees typically paid to a national government by mobile professional development programs
telecommunications operators for the rights to new
spectrum frequencies over which third-generation voice End-of-life costs
and data services can be transmitted Costs associated with disposition of the asset including
sale of asset, removal, preparation for re -use, recycling,
1:1 eLearning etc.
A learning environment in which each student has a
dedicated personal computer, which, in some instances, Global competitiveness index
he or she can take home so that learning continues after An index that measures the ability of a country or region
school hours to sustain its current- and medium-term growth. This
ability in turn depends on the robustness of the
21 st -century skills country’s public and private institutions, infrastructure,
A set of skills to help students succeed in today’s global macroeconomic framework and education and health
economy. UNESCO defines these skills as including systems
problem solving, communication, collaboration,
experimentation, critical thinking and creative expression Information and communication technology (ICT)
(http://unesdoc.unesco.org/images/0015/001562/15620 ICT is the overarching term used to describe all
7e.pdf) information technologies (e.g., computers, software,
storage devices) and communications technologies (e.g.,
Change management mobile phones and networks, satellites, radios, fax
A set of tools used to enable an organization or machines)
individuals to thrive in a new environment
Intel Learning Series (ILS)
Classmate PC ILS is a collection of hardware, software and services
Intel-powered classmate PCs are purpose-built netbooks designed specifically for education. Intel created the Intel
designed specifically to meet the educational needs of Learning Series to address ongoing education technology
young students and create new possibilities. They are needs around the world. For more information on ILS, see
based on reliable Intel® architecture and Intel® mobile http://www.intel.com/intel/learningseries.htm
processors, and feature enough memory and storage to
run real-world applications. For more information see Insourcing
http://www.classmatepc.com/resource-center/ Assuming functional responsibilities as an organization
rather than contracting that function or job with an
Competitiveness index outside agency
A set of indicators used to rank countries or regions
according to their economic competitiveness overall or in Knowledge economy index
specific industry sectors An index that represents the effectiveness with which a
country or region uses and/or shares knowledge
Cost-per-seat
Cost incurred in carrying out ICT activities, including LOEMs
procurement, installation, operation and maintenance, on Local OEMs (see OEM definition in this glossary)
a per-unit basis
Millennium Development Goals
Differentiated learning: Adjustments made by teachers to cater A set of eight goals to overcome global developmental
to individual learning needs within a group of students challenges defined by the United Nations Development
Program. Goals are set to be achieved by 2015
Education ecosystem
A collection of subsystems comprised of educational
institutions and their staffs, teachers, learners who
48
47
Glossary
Guide for Developing and Sustaining ICT in Primary Schools
48
Glossary
Guide for Developing and Sustaining ICT in Primary Schools
Resources
African Development Bank List of Field Office Contacts:
http://www.afdb.org/en/contact-us/field-offices-contacts/
49
Resources
Guide for Developing and Sustaining ICT in Primary Schools
Bibliography
The following sources informed some of the cases and examples used in this Guide:
Bateman, Debra and Oakley, Carol. Research Report: The classmate PC 1:1 eLearning project in Australia. Deakin University. Faculty of Arts &
Education. February 2009
ICT Infrastructure, Connectivity and Accessibility, gesci -UN ICT task force. Available at: http://www.gesci.org/ict-infrastructure-connectivity-and-
accessibility.html
Inter American Development Bank. IDB, One Laptop Per Child to launch pilot project in Haiti. February 14, 20 08. Accessed on July 27, 2009 at
http://www.iadb.org/news/detail.cfm?artid=4413&language=En&id=4413&CFID=2083754&CFTOKEN=20322709
Maclay, Colin M., Robert Hawkins and Geoffrey S. Kirkman and the World Bank Institute (WBI). Global Networked Readiness for Education:
Preliminary findings from a Pilot Project to Evaluate the Impact of Computers and the Internet on Learning in Eleven Developi ng
Countries. January 2005. Available at: http://www-
wds.worldbank.org/external/default/WDSContentServer/WDSP/I B/2005/07/25/000090341_20050725093352/Rendered/PDF/32992
0GNRE0FINAL.pdf
REGULATEL, Telecentre models FINAL Annex 4 v. 1, Retrieved on 20 July, 2009 from
http://www.regulatel.org/miembros/publicaciones/ESTU%20DIOS/SERV%20UNIV/PPIAF/informe%20final/draft%20vf/New%20Annex%
204%20Telecentre%20Models.v.1.pdf
The Fiankoma Project. (2000-2006). Video Educational Trust/Department for International Development. Available from:
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UNESCO (2008). ICT Competency Standards for Teachers. Published by United Nations Educational, Scientific and Cultural Organization, page 8.
Retrieved on 7 July 2009 from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf
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Bibliography
Guide for Developing and Sustaining ICT in Primary Schools
Endnotes
i UNESCO’s 21 s t Century Skills are from: UNESCO (2008). ICT Competency Standards for Teachers. Published by United Nations Educational,
Scientific and Cultural Organization, p. 8. Retrieved on 7/29/2009 from
http://unesdoc.unesco.org/images/0015/001562/156207e.pdf . In the Mexican primary school example, the only instance in which
students with computers did not outperform those without was in telesecundarias, a distance education program. Further resear ch
needs to be conducted to understand why this particular type of i nstitution did not show improved math and language skills. See
Comparativo del promedio general de las escuelas que participan en Red Escolar y la prueba ENLACE. (2008) Sondeos y Estadísti cas –
Red Escolar website.
ii Linden, L., Banerjee, A., and Duflo, E. (2003). Computer-Assisted Learning: Evidence from a Randomized Experiment. Poverty Action Lab Working
Paper.
iii Passey, D., Rogers, C., Machell, J., McHugh, G. (2004). The Motivational Effect of ICT on Pupils. Research Report. Department of Educational
Research, University of Lancaster. Available at: http://www.dcsf.gov.uk/research/data/uploadfiles/RR523new.pdf.
iv iEARN (International Education and Resource Network) is ―the world's largest non-profit global network that enables teachers and youth to
use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.‖ For
information on the Egypt study, please see: Dewidar, and Khalil, D. (2004). iEARN Egypt Evaluation Study. Various documents can be
accessed at http://www.iearnegypt.org/evaluation .php.
v Hawkins, R. (2001). Ten Lessons for ICT and Education in the Developing World. Center for International Development. Global I nformation
Technology Report. Harvard University. Available at http://cyber.l aw.harvard.edu/itg/libpubs/gitrr2002_ch04.pdf.
vi Intel-Powered classmate PC case studies: http://www.classmatepc.com/technology -in-the-classroom/
vii Enlaces, Centro de Educación y Tecnología del Ministerio de Educación. (2005). Encuesta ―Educación en la Soc iedad de la Información.‖
Retrieved on 4 April 2008 from: http://www.comenius.usach.cl/estudiostic/files/File/Material%20de%20referencia/encuesta.pdf .
viii The change management components discussed in this section are largely based on the strategies outlined in:
http://www.tagonline.org/articles.php?id=266
ix http://www.iicd.org/projects/tanzania-betf
x All subsequent monetary amounts will be marked with the $ symbol and refer to US dollars, unless otherwise noted.
xi Jordanian student teachers' use of computers to develop primary stage pupils' literacy skills.‖ Ali Ahmad Al -Barakat and Ruba Fahmi Bataineh,
Yarmouk University, Irbid, Jordan. International Journal of Education and Development using ICT > Vol. 4, No. 4 (2008). Last accessed on
June 18, 2009 at http://ijedict.dec.uwi.edu/vie warticle.php?id=598&layout=html
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Endnotes